overcoming barriers to coaching and mentoring pdf

Overcoming barriers to coaching and mentoring pdf

File Name: overcoming barriers to coaching and mentoring .zip
Size: 16445Kb
Published: 14.04.2021

Organizational Barriers to Coaching

Full Transcript

Time to learn and practice

To browse Academia. Skip to main content.

Is the individual ready for coaching or mentoring? Even if we have good forward planning and offer clear information to your staff about what is involved in the process, there can still be some individual barriers to coaching and mentoring. These may include:.

Organizational Barriers to Coaching

To browse Academia. Skip to main content. By using our site, you agree to our collection of information through the use of cookies.

To learn more, view our Privacy Policy. Log In Sign Up. Download Free PDF. Barriers to successful outcomes from coaching. Anna Blackman.

Alison Carter. Ben Hicks. Download PDF. A short summary of this paper. IntroductionThere is a widespread belief among business coaches that there is no such thing as a barrier to successful outcomes from coaching: all 'barriers' are just presenting issues that become part of the coaching dialogue. But this transition from barrier to enabler pre-supposes that barriers are articulated and understood. Business coaching has become a topic of academic interest and there has been a growing number of empirical studies published since e.

Ely et al. This emerging empirical literature offers an opportunity to begin to assess the many claims made for and about business 1 1. What barriers, if any, do coachees perceive they have faced during their coaching? Do barriers vary according to personal characteristics or the coachees' work or coaching contexts? Do coachees identifying barriers perceive their coaching to be more or less effective? With demand strong within HR and management functions, the continued investment in coaching initiatives by organisations is unsurprising.

The literature tends to focus on 'successful' coaching relationships but little is known about unsuccessful coaching relationships. A systematic literature review NHS Leadership Centre, identified that the coaching relationship may fail for a number of reasons, with many potentially being within the coach's control e.

In the UK the CIPD has listed the potential barriers to effective coaching from an HR perspective, although these are predominantly barriers to the take-up of coaching. These include for example, a lack of understanding of the value of coaching or coaching not being seen as a priority for the business.

Taking a coaching provider perspective Peel explores the take-up of coaching and mentoring opportunities in the SME sector and argues that barriers to take up of coaching such as gender can be reframed as enablers. Practitioner articles and evaluation research are often criticised by academics for tending to emphasise the positive and effective while failing to collect or ignoring data that may be seen as negative e.

Megginson One recent programme evaluation is a notable exception Aston et al. The most common reason given for dropping out was difficulties with their coach. Other reasons given were: they were encouraged by their manager to sign up but did not, in the event, have the time or motivation; for personal reasons; and gaining a new job with a different employer. The Aston evaluation also conducted in-depth interviews with a small number of participants who completed their coaching programme but reported little or no impact as a result of the coaching.

The paucity of background literature on barriers faced by coachees during their coaching could be because only a small percentage of coachees encounter problems. MethodologyAn online survey was designed to elicit information from current and former coachees. The 63 question areas asked about their experiences of coaching, the factors they felt had made the coaching effective, the benefits they derived from coaching and the amount of support they had received.

One of the questions concerned any barriers the coachees may have faced. A pre-defined list of possible barriers to coaching effectiveness was developed from the literature. Respondents were asked to indicate if they had experienced any of these and to 'select all that apply'. In addition there was a free text box so respondents could use their own words to determine what 'other' barriers they felt they had faced during the period of their coaching.

An email containing a link to the online survey was distributed to national and international professional coaching organisations, associations and networks and the survey was available to respondents from March to May Of the responses, surveys were fully completed, 13 were blank and were partially completed. We decided to use only the fully completed surveys for the analysis presented here.

SampleA full account of the survey sample can be found in our previous paper 3. It is important to note that our sample was generally positive about their coaching experience with 98 per cent stating that they would participate in coaching again and 99 per cent stating that they would recommend coaching to colleagues.

In this second part of the analysis we focused on coachee perceptions of the overall 'effectiveness of the coaching'. For analysis purposes the effectiveness of the coaching responses were also grouped together. The question used a five-point rating scale from 'not at all effective' through to 'very effective'.

We grouped together into 'Limited effect' combining not at all effective through to neutral and 'Effective' effective and very effective as shown in Table 4 below. To make sure there were no significant differences between coaching effectiveness and any of the other personal, work or coaching context variables by conducting a chi-squared test on the raw scores.

Of those who entered into coaching voluntarily, This suggests that those who enter in voluntarily are more likely to report effective outcomes than those who entered into it on a mandatory basis.

It is likely that with a higher response rate, this would have been significant but at the moment we can only say there is a suggestion see Table 5. Source: IES and James Cook University, To better understand the barriers themselves present, the pre-defined responses along with the open text 'other' responses were coded into higher order and sub themes. This resulted in generation of four higher order barriers and the ten sub-theme barriers. Results Barriers faced by coachees during their coachingOur first research question concerned and the question in the survey asked whether coachees believed they had faced any barriers during coaching.

Eighty four per cent of respondents indicated that they had faced barriers. Sixteen per cent indicated there were no barriers and were therefore excluded from the remainder of our analysis.

Based on the academic and practitioner literature a list of pre-defined barriers had been provided as multiple response options. Figure 1 is a bar chart showing the 18 response options, one of which was an 'other' response option which received 36 responses. As can be seen from Figure To better understand the barriers present, the pre-defined responses along with the open text 'other' responses were coded into higher order and sub themes.

Which coachees face which barriers? Our second research question asked whether barriers vary according to personal characteristics of coachees or their work or coaching context. We cross-tabulated both the higher order barriers and then the sub-theme barriers with eight variables: GenderInitial analysis indicates a significant difference between gender and the identification of higher order barriers, see Appendix Table 1.

Whilst slightly more women Similarly, women consider difficulties with the coach 5. Further analysis between gender and sub themes showed a significant difference with women more likely to highlight engagement during the coaching process as a barrier to coaching women In addition, women more than men felt their immediate boss W 4.

Country of ResidenceWhen comparing country and higher order barriers to effective coaching see Appendix Table 3 , all countries highlighted personal issues as the largest barrier to effective coaching, although respondents from Australia and Rest of the World were not as concerned as respondents from UK and Ireland and Rest of Europe.

Organisational culture on the other hand was of much more concern to Australian and UK and Ireland respondents than to the Rest of Europe and Rest of the World respondents. Further analysis between country of residence and sub themes see Appendix Table 4 showed a significant difference with There was a suggestion that country of residence also impacted on whether people highlighted personal readiness for coaching as a barrier see Appendix Table 5.

However due to the small sample size this could not be assessed as significant. Organisation sizeThere is a significant difference between those who reported barriers associated with external influences on the coachee and business size see Appendix Table 6. Type of participation in the coachingWhen comparing the type of participation in coaching with higher order barriers, there is a significant difference between those who enter coaching on a voluntary basis and those for whom participation was mandatory see Appendix Table 7.

For example, mandatory participants are less concerned about personal issues in coaching 4. Whereas voluntary participants overall are more concerned about barriers The effect of facing barriers on outcomesOur third research question concerned whether coachees identifying barriers perceive their coaching to be more or less effective.

We started by looking at coachee perceptions of coaching effectiveness as a proxy for achieving desired coaching outcomes. However, it seems that coachees were able to overcome personal issues as a barrier with the majority Likewise, Other high order barriers such as organisation culture , difficulties with the coach and coaching relationships also highlighted the coachees' ability to overcome barriers to coaching effectiveness in the majority of cases, with Source: IES and James Cook University, Drilling down further into the sub-themes see Table 9 , the majority of participants were able to overcome the biggest three sub-theme barriers and rated their coaching as effective: engagement during the coaching process with 40 out of 52 coachees still finding their coaching to have been effective, ie As previously stated Coachees facing barriers during coaching are more likely to state their coaching was of limited effect compared to those who face no barriers.

Discussion and conclusion Summary of main findingsThe aim of this article was to identify barriers to successful outcomes from business coaching. Eighty four per cent of respondents indicated that they had faced barriers and for the vast majority of these facing barriers did not make their coaching less effective.

From this we might conclude that the goal setting process may not be working smoothly in these cases or that the demand for coachees to set goals was not welcome by one of the parties.

This would lend support to the view that the simplistic prescription of SMART goals is not always appropriate and can even be damaging in the context of a complex and rapidly changing world appropriate David et al. Given the current findings, practitioners may wish to reflect further on whether too rigid a reliance on goal setting may be unhelpful for coachees.

Unclear development goals could be an organisation rather than a coach issue. Interviews with coaches in the Aston evaluation Aston et al. They described a nuanced understanding of goals, with the possibility for bringing greater impact and sophistication to their coaching engagements.

The most cited higher order barriers were personal barriers; barriers associated with coaching programme or process and organisational culture barriers. Within the subthemes, personal issues such as engagement during the coaching process and initial readiness for coaching were the most prevalent barriers.

We believe it is important for coaches and coach trainers to appreciate the large number of barriers that coachees' can face during their coaching period so that they can fully anticipate the coachee perspective. We found a significant difference between gender and the identification of coach as a barrier.

Five point one per cent of women identified this as a barrier compared to only three per cent of men.

Organisations and coaches may like to reflect on this as it may have implications for their processes to match employees to coaches. It is reasonable to infer the need to ensure a choice of coaches are offered rather than just one: a choice may be especially important for women.

Full Transcript

Mentoring in the workplace is widely popular today. Not only is it widely implemented, but the benefits of mentoring make it a solid and worthwhile investment. But just like becoming a Fortune company, mentoring programs are not without barriers. Luckily, there are simple ways to overcome those barriers. It just requires a little work and some planning ahead. A mentoring program is not something that you can just throw together in a short amount of time and expect to produce results. This common misconception often prevents a program from getting off the ground before it even has a chance to begin.

Time to learn and practice

Coaching is a foundational skill for managers and leaders. Check out my latest video that explores the various barriers and offers up some tactics for improving the quality and frequency of coaching in your organization. It was back in the year that Daniel Goleman, who you may know is the guy who popularized the whole sense of emotional intelligence. And he basically posits that there are six different styles of leadership.

You are here

Jump to navigation. It can help them to overcome any issues affecting their learning, either related to the course or unrelated. Young people with a higher level of disengagement and possibly also complex barriers to learning can benefit. Mentoring and coaching can also be used at transition points, such as the transition from lower secondary education to VET, or reintegration from drop-out status to VET. Students are at greater risk of dropping out during these transition phases and during the first year of a new programme. Coaching and mentoring involves one-to-one support for young people on an ongoing basis. But they are not the same.

Whilst effective coaching and mentoring can play a valuable part in organisations there are barriers to it being considered and used operationally. These perceived or actual barriers in organisations are valuable to understand and more importantly address in order to increase the likelihood of success for any coaching and mentoring strategy or localised implementation. Below are some examples of the barriers, this however is not an exhaustive list. It is important that when considering using coaching and mentoring in organisations locally or more broadly, to understand and address the potential barriers to coaching and mentoring in both approaches and communications. Credibility of internal coaches and mentors Demand for coaching vs. Getting a senior leader to undertake the coach training with others from the organisation will add both kudos and an evangelist for the approaches.

The ones that get in the way of establishing coaching programmes and a coaching style of interaction in organisations? In good coaching style, examining the reality meant we could think of options, and that meant we could tease out things we could actually do. The same is true for individual barriers. Organisational and operational barriers are embedded in the very fabric of an organisation, whether due to matters of culture or prioritisation, focus or structuring. Individual barriers, by contrast, pertain to individual personnel, usually appearing as misunderstandings, fears or confusions about coaching. Where organisational and operational barriers exist, individual barriers are more than likely to be present as well. Why would you welcome coaching?

3 comments

  • Olivie B. 16.04.2021 at 00:10

    Barriers to Coaching and Mentoring · incorrect matching of mentors/coaches and learners · lack of top-down support · resentment felt by those not involved in the.

    Reply
  • Cheney L. 19.04.2021 at 20:47

    focus on barriers in the peer-reviewed literature is that coaches may not see them as an issue The vast majority of coachees were able to overcome barriers faced with 89% reporting that their coaching and mentoring, Williston,VT: Gower.

    Reply
  • RenГ© M. 21.04.2021 at 05:13

    European declaration of human rights pdf a bridge too far book pdf

    Reply

Leave a reply