Assistive Learning Strategies In The Coaching Process

LEARNING STRATEGIES IN ASSISTIVE PROCESS COACHING Presentation. The most interesting of the future is that we can shape Charles Handy. Coaching is an important and often central to the practice of many organizations and organizational development. It has become an integral leadership system, a set of principles addressing and mobilizing human and organizational toward achieving results, combined in a special and differentiated tools, strategies and techniques for the identification of talents, techniques for training and skills development for productivity at work, structured support people in their field of action, creating a team spirit to work, changing the way we do things in the day to day business, improving the overall quality in the total process required for the satisfaction and customer. The purpose of this paper is to present some of the strategies as a coach can use to facilitate the learning process in the coachee. LEARNING STRATEGIES IN ASSISTIVE coaching process. One of the essential premise is that life coaching is a learning opportunity.

However, learning styles are not the traditional learning methods, but those who encourage or promote the Cochea opening your mind and recognize that what we know and what they think is not all there. The above suggests that the individual, needs to become a lifelong learner and this depends largely on the willingness to learn from everyone. On the other hand when learning a personal experience, everyone favors a specific learning method. In this way the coach has to take into account the preferred learning method of the ward, likewise know their level of confidence and fears to embark on the new challenge of learning. Regarding the latter, some authors suggest that it takes courage to learn and put in a position where it can fail. The failure is considered shameful and not as a valuable way to learn what was expected did not come out and what could be done to change future results. As we know, the professional coach is the person who has the ability to give or pupils, involved (s) in the process of coaching, a different vision of what the other sees, and has a broader view that "it gives ? the other, proposing alternatives to which you are driving, opening the horizon and looking further.

Its mission is to contribute and assist in the learning process by exploiting the potential of the individual. To do this you need to know the different strategies that promote learning, according to the preferences of the ward and the type of coaching that apply. In this regard it is useful to consider the coach a few facts about the learning process, which are presented in the following table: The eight aspects of learning useful in the process of coaching. Current models of learning are focused on the learner and make a special emphasis on ownership. You learn best through active learning and problem-based, and immediate feedback to instructors and, if necessary, with co-workers. Most learning is acquired through experiences that challenge, without being overwhelming. You learn best when they employ a diversity of tactics or strategies and are involved in the process to the five senses. There is a greater likelihood of success in learning when they have strategies that coordinate what has been learned from the challenges that are likely to teach those lessons.

The commitment of the ward is higher in active learning when he believes in his own effort, when success is determined by external factors. Are more likely to occur when learning becomes conscious of the need to acquire knowledge and understanding. The different levels of commitment and willingness of the ward to participate in the coaching influence the final level of aprendizaje.Otro important aspect which should be taken into account when selecting strategies to facilitate learning in the Coachee and therefore, occurs a change in their linguistic aspect, emotional and physical assumptions related to the principles of adult learning or that you must enter the coach in coaching models: Adults with a positive self-concept (or descriptions about themselves ) learn best when they feel less threatened by a learning situation. Establishing a climate of trust and mutual respect through a feedback and a genuine commitment to the agenda and needs of the coachee, the tutor can encourage and support learning. The coaching is related to the development and enhancement of the strengths of the individual.

Coach agrees that use techniques that enhance and encourage the pupil resources used in the alliance. The past successes and failures experiences and preferred learning methods are among the resources and experience of the coachee. Sometimes the Cochea not able to determine their specific needs in a context of personal coaching, executive or business. One role of the coach is given the opportunity to evaluate and clarify their needs in the current circumstances. This can be done in various ways, among which include the analysis of values, dissatisfaction and aspirations, in addition to consideration of the things that should change or verification of formal requirements in the context of a specific situation of the private lives work. Coaching should not remain in the area ever hypothetical, but its scope is always related to practical issues and real life. One role of the tutor / coach is to ensure that the pupil opportunities to apply what has been discussed and learned in the coaching sessions to real life situation, and control, give and receive feedback on the practical application of new or improved techniques and skills. In this vein, it is important that whichever model you decide to use the coach should be aware of: a) the underlying assumptions related to learning, b) the type of learning that wish to foster c ) that the pupil will get from the coaching intervention as learning.

Another aspect that should be clear that the tutor, when choosing a strategy to promote or facilitate learning in the coaching process is related to the purpose of learning or coaching coaching for performance. Regardless of performance that coaching represents learning per se. Below is a table summarizing the differences between coaching for learning (self) and coaching for performance:

Differences between Coaching for Learning (himself) and Coaching for Performance. Learning Coaching for Performance Coaching tends to focus on what is happening inside the individual. It acts on the basis of the work environment outside. Implies an increase in knowledge, skills and abilities of the individual is based on individual skills in the workplace. Try the new information, assumptions, beliefs and feelings that cause changes in the way that the individual's immersion in the world. It can be measured against external standards of behavior. Note: Prepared according to Strategies Learning Style or Model. Business practices and literature of recent coaching make a special emphasis on the learning model based on the experience of David Kolb, developed the early 80's and postulated that the single-loop learning. More recently they have included the notions of learning Argyris double loop and triple loop. Learning a single loop is repetitive and endless involves helping the pupil to embody a new technique through increased learning as the development of techniques for customer relationship more effective.

For its part, the double loop learning occurs when the coaching is to reshape and restructure Cochea underlying beliefs, to be able to do different things, this type of learning may involve the ability to visualize a problem in another way, so that the pupil, for example, will not only improve their skills in chairing meetings, but also consider possible alternatives to holding them. The triple loop learning is a transformative experience in which there is a change in the ward's view of himself, learning means personal transformation. The learning model of coaching, based on the work of Kolb and Argyris focuses on the experience that regards learning as a process embedded or mounted in an activity, a look back from the critical perspective and determining what is useful to recall and used to perform other actions. Model is summarized as follows: a) experience the activity - new techniques, b) share of activity - describing, c) processing activity - identify common themes, d) to generalize the experience - training principles and guidelines for living situations real and e) apply what was learned to another situation.

Although these models can guide the learning process, based on the assumption that the behavior must improve or enhance previously been identified. Another useful model to learn a new technique or ability in a coaching situation is to identify the elements in the specific behavior to improve or enhance, the same five steps: 1) recognizing that the current way of doing things is inadequate, 2) identify the behaviors involved in the new technique or ability, 3) practice these behaviors, 4) seek and provide feedback on personal performance and 5) integrate the behaviors in the repertoire of techniques and skills. Zeus and Skiffington (2002), present a model presents a model called Model of learning for tutors, structured in seven steps: Step 1: Recognize and specify the behavior to improve or enhance. Step 2: Determine the methods and the learning style preferred by the ward. Step 3 analyze the obstacles to learning. Step 4: Understand and develop strategies to implement new behaviors and techniques. Step 5: Practice new behaviors and techniques. Step 6: Find and provide feedback on performance, and Step 7: To generalize and transfer learning to other situations.

Some authors suggest that in addition to learning models presented above, human beings also have preferred learning styles. For example, Honey and Mumford four basic learning styles that are based on Kolb's learning cycle. Can be evaluated by your learning style questionnaire (CEA), which explains, in his opinion, why some people learn and others do not. This strategy helps the Cochea to understand their preferences for their own learning style, as well as its weaknesses. The four learning styles outlined above are: active, reflective, theoretical and pragmatic. Are described below, along with coaching strategy aimed at pupils who have low scores on each of the four styles: Learning Styles and Strategies Coaching Honey and Mumford LEARN BETTER LEARNING STYLE COACHING STRATEGY (for Cochea that get low marks on style) Activities: Are individuals who like to engage in experimental situations, like the new opportunities, feel comfortable being the center of attraction and generally have excellent professional profiles. - In this. - When there is an element of risk.

- When others can argue and energize them. The coach and pupil could be set as objectives the various activities in a given period. Reflective: They prefer to think things through, they like to listen, observe, and collect data before committing to a decision or conclusion, tend to be cautious and conservative with a new knowledge or experience. - When you have time to think things through. - When given access to all available information to guide their decisions. - When there is pressure with deadlines and decision-making processes in a hurry. Pupils are encouraged to keep a diary suggesting learning and to add several learning experiences every week or every day. Continued ... LEARN BETTER LEARNING STYLE COACHING STRATEGY (for Cochea who get low marks on style) Theory: Are you interested in the ideas themselves, they like to assimilate and synthesize new information and apply it to their theories and explanations of how the world . - When they can use models and systems that make sense for them. - When they can understand and explore the links and connections between facts and ideas.

- When the subject matter is objective and based on rational principles. The pupil and the tutor somewhat theoretical, can allocate a certain amount of time reading books and newspapers that contain new information. Also, the coachee could prepare a brief synopsis of that information and how it has incorporated in its current ideology. Pragmatic: I interested to see if the ideas work. They like to solve problems, are practical and want to apply new knowledge .- Where can associate ideas real life situations. - When can test strategies and ideas. - When can face practical situations. The little pragmatic coachee should be encouraged to develop and establish a practical plan based on certain ideas and a certain format. Based on information taken from Zeus and Skiffington (2002). According to Dilts (2004), one of the strategies or assistive learning tools in the process of coaching is to help define and consolidate Cochea its objectives. So is the goal or desired outcome for the individual. The objectives are the source of powerful motivation and can encourage self-organization processes can mobilize resources, both conscious and unconscious.

Likewise, the author poses that targets are a core feature of the techniques and interventions in Neurolinguistic Programming (NLP) applied to coaching. The first condition of the objectives and strategy of coaching is that the condition must have well trained, this is a set of requirements that must meet targets in order to produce effective and ecological results. Consequently, the objectives can be formed when either: Formulated in positive terms. In many respects it is logically impossible for the denial of an experience (eg I do not want to be so critical of myself), the first task is to discover what that actually DO want Cochea (eg would you do with yourself instead of criticize) instead of the negative experience do not want. Defined and evaluated according to evidence based on the senses. The aim must be verifiable and demonstrable by sensory experience. The only way a goal can be useful for someone that is involved can perceive and evaluate their progress towards it, while trying to reach it. In this sense, it is necessary to establish as minimum two sets of criteria or tests for the purpose of the coachee: a) one for the current context of coaching (eg

What would be the test for you and me, here and now, that you can achieve the goal you want?), And b) another for him to use it outside the context of coaching (eg What would be proof to you that you reaching, or are reaching, your objectives outlined in the work ... family ... children ... and so on.? initiated or maintained by the person or group that you want. The desired state must be initiated and maintained by the pupil. Therefore the control must be in the hands of Cochea, with respect to achieving the desired objective. For example, if the pupil poses - I want my supervisor to stop ignoring me, this statement does not meet the requirements so far related to a well-formulated goal. Some of formulations would be more satisfactory in this context, what would the supervisor if you were ignoring? then satisfactory answer could be - would see more often in the quality of my work, placing the control in the hands of then-what would coachee could do (have done, be doing) so that your supervisor wants to talk about your work and comment on it?. In this way the coach can then help develop behavioral flexibility necessary to achieve the desired goal.

Respectful of the positive byproducts of the present state. The desired state must preserve any positive product of the present state. Positive by-products apparently negative behavior is best understood with what we call habits (smoking, overeating, alcohol, etc.). If a smoker stops smoking without first having adopted an alternative with which to relax and breathe deeply, you will experience difficulty and discomfort. When the positive byproduct of the current state is not taken into account in the desired state, it is likely that the individual adopts substitutes can be as or more problematic than the initial state. The result should be properly contextualised and be ecologically sound. At times the pupils formulate their results as universal quantifiers. In such cases it appears that the result is desired in all contexts and in all circumstances, when, in fact, the above behavior may well be appropriate and useful in certain situations and, conversely, the desired behavior may be inappropriate or problematic in others. Conclusions. Coaching is a structured and focused on results in which the coach works with the individual or group to clarify issues, challenge self-limiting beliefs, change outdated answers, generate solutions and take actions to enhance performance.

To achieve these results, the Coach needs to know the different models, learning styles and different strategies and techniques to promote assistive learning process in the coachee. Thanks for reading this article. Contact: To quote irma_articulos@hotmail.com, do as follows: Martínez, M. Iraima V. (2007). MANAGEMENT COACHING. Online article. Available at: http://www.articuloz.com/authors_164076.html. Consultation (year, month, day).