COACHING

Las bases del coaching

Como otras herramientas en la gestión empresarial, la idea del coaching no es nada nuevo. Pero ¿qué es realmente?

GRIKER ORGEMER parasaber.com

Entrenador y entrenadoDecía Sócrates (el coach por excelencia) que no existe el enseñar, sólo existe el aprender. Sócrates ayudaba a aprender haciendo preguntas y dejando al otro encontrar la respuesta; se veía a sí mismo como una "comadrona del conocimiento": una matrona ayuda a dar a luz, pero no da a luz. De la misma forma, él creía que se puede ayudar a la gente a comprender, pero que no se puede hacer que la gente comprenda... sutil, ¿verdad? El coach o entrenador ha de adoptar una postura similar de "comadrona" que ayuda a desarrollar habilidades, sin olvidar que no es él quien las desarrolla, es su entrenado.

Esto último puede parecer algo obvio, pero en la práctica no lo es tanto, porque obliga a actuar al entrenador de manera diferente a como solemos funcionar las personas. Estamos acostumbrados a decir a los demás qué tienen que hacer (algunas veces hasta explicamos el cómo), suponiendo que lo que está claro para nosotros ha de estar igualmente claro para los demás. Y eso no es coaching. Si nos limitamos a hablar, a dar instrucciones, nuestro objetivo de desarrollar personas se pierde por el camino.

Para ser un buen coach o entrenador deberíamos recordar que:

- Un coach puede ayudar a ganar un partido, pero no es quien sale al terreno de juego.

- Para lograr los objetivos, el coach deberá dejar de de hablar y dar instrucciones y pasar a formula preguntas para que su entrenado llegue a unas conclusiones y tome decisiones. Si son acertadas o no es algo que ya se trabajará luego.

La estructura de las sesiones de coaching debe contener cuatro momentos principales:

- Establecimiento de objetivos

- Exploración de la situación real

- Búsqueda de opciones

Como punto final mencionar que es fundamental que el entrenador tenga una visión optimista sobre el potencial de las personas, y no emplee la crítica o el reproche en su relación con el entrenado. En el coaching de tareas, el entrenador ha de pensar en su discípulo en términos de su potencial futuro, no de su desempeño en el pasado.

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Comentarios

Despite preparatory suaegafrds, there may be many reasons for members being absent ranging from objection to the process and low committment to higher priority crisis management'. The validity of the absence may be different for each member of the group and the coach. As coach I need to be wary of assuming this is a problem for the group and imposing my perception on the team. I am, however, likely to have picked up verbal and non-verbal indications about whether this is a problem whilst the group assembled and prepared for their work or from comments in previous sessions. As the group has met several times the reasons these people are members of the team are likely to already be clear. I agree with the questions suggested above that help the group explore the situation and to take responsibility for their performance and self-regulation. This is particularly so when the offending members are present, but may be less effective if the offenders are absent. Even if present, their behaviour may only change if they are self-aware that their behaviour is problematic, and the drivers/reasons for absenteism are identified and dealt with by effective motivators for change. In the absence of the offending members, I would be wary of asking the group to solve a problem (behaviour of an individual) they are not responsible for. The group may, however, have the authority to determine/change its membership as it sees fit. Thus, I might ask firstly Does anyone know if X & Y are still expected to join us for this action learning group?' If no one has insight into the absence I would follow up with what will the impacts be on our work if X & Y do not join us today?' If adverse impacts are identified then I would ask, having identified these impacts, how would the group like to handle this situation?' If there are no adverse impacts associated with their absence it may be pertinent to ask if we commence work now, how would you as a team like to handle late attendance by X & Y?'
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