The coaching network: a program for individual and organizational development

Abstract

Coaching networks have been implemented in some Canadian companies as a way of building personal innovation and creativity. The authors describe how such a network can be developed using just‐in‐time adult education principles, within an interpretive paradigm. Dialogue and conversation through coaching are used as a potential vehicle to bring about both individual and organizational transformation. Program participants value the network in terms of the opportunity both to learn new and useful skills for the workplace, and the opportunity to build self‐confidence through relationships with others in the organization. Key issues for the authors include the need to build in‐house expertise, ownership of the program, and the amount of structure necessary to maintain program integrity yet still permit maximum creativity on the part of participants.

Coaching models for leadership development: An integrative review

“…In addition, many internal coaches state that because of learning to coach formally, they have embedded change in how they run their meetings, organize their time, and interact in daily conversations, with a resultant positive impact on their own efficiency and effectiveness (Rock & Donte). Critics of internal coaching argue that supervisory or management coaching may be useful for building learning around puzzles with known answers, but may have a limited effect in assisting people to resolve problems that require innovation and a breakthrough in traditional thinking (Bowerman & Collins, 1999). coaches creating unrealistic expectations by rolling off one-week wonder courses (Brock, as cited in Harvey, 2008;Grant, 2007).…”

The relationship between learning conditions in the workplace and informal learning outcomes: a study among police inspectors

“…The notion that ‘reflection’ was a critical element in the acquisition of learning outcomes is in line with the research of Clarke (). With a view on learning, Bowerman and Collins () and Hale () emphasized the importance of ‘coaching’ in the workplace. In contrast, the learning condition ‘coaching’ is the only learning condition that is considered important for ‘job‐specific learning outcomes’.…”

“…Creating coaching opportunities gives the opportunity to learn new and useful skills for the workplace (Bowerman & Collins, ; Hale, ). A coaching process can transform implicit knowledge into explicit knowledge that can then be transformed into action (Bowerman & Collins, ; Hale, ). Being coached provides the employees with a chance to see their blind spots that can open a new horizon of possibilities for action.…”

Core competencies necessary for a managerial psycho-educational training programme for business team coaches

“…The literature attests to the importance of listening skills (Cilliers, 2004;Downey, 1999;Holliday, 2001;King & Eaton 1999;Richard, 1995;Van der Sandt, 2004;Zues & Skiffington, 2002). Bowerman and Collins (1999) explain that listening takes place on three levels: the head, the heart and the hands. At the head level people listen for thoughts.…”

“…Coaching has become a popular, mainstream way to develop individuals, executives, managers, leaders, teams and organisations. Research has revealed an across-the-board consensus that coaching is one of the most powerful strategic and tactical weapons open to business today because of its ability to enhance areas of profi ciency that are already high, and to establish skills that were previously absent or weak (Bowerman & Collins, 1999;King & Eaton, 1999;O'Shaughnessy, 2001;Piasecka, 2001;Redshaw, 2000;Thach, 2002;Tucker, 2007). COMENSA (Coaches and Mentors of South Africa, 2009) defi nes coaching as a professional, collaborative and outcomesdriven method of learning that seeks to develop individuals and teams, and raises self-awareness, so that specifi c goals may be achieved.…”