The Coachee

(g) know perfectly a model for organisational change: model of personal change in the Feedback and takes place in four stages (Unlearning, change, re-learning, institutionalization of change); Motivational model of change that includes four phases that must take into account the Coach in the Coaching process (pre contemplation, contemplation, action for change, maintenance of change). With regard to the latter general competence which must possess any professional Coach, according to Bass and Avolio (1994), the transformational leadership construct is associated, to inspire the followers (pupils, groups, organizations) in four different ways: influence through ideals, inspirational motivation, intellectual stimulation individualized consideration. Reinterpreting each of these aspects within the Coaching relationship can be defined as follows: the influence through ideals, relates to values, ethical standards, and long-term goals; It involves assessing the motives of followers and in this sense plays a crucial role in precipitation change, motivation and meaningful learning; so the Coach and his pupil are inextricably linked in the Coaching process. The inspirational motivation, save correspondence with the communication of expectations, in terms of the goals and objectives of the Coachee, the challenge proposal, inspiring his motivation to engage and be part actively in their change, on the one hand, and on the other make is counted, making the Coachee to take charge of what realizes and make it adhere to the consequences be responsible or not do of their process of change. In practice, the Coach uses symbols and appeals to emotion to focus to you cochees them to make efforts to achieve more than what might motivate their personal interests intellectual stimulation, refers to the leadership of the Coach who encourages individuals to be creative and innovative, encouraging that try new approaches to problems and develop innovative ways to solve them. Consequently, it is related to actions and behaviors such as the stimulation of creativity and innovation in pupils, through the constant questioning and the search for new ways to do their activities, reformulating the problems and challenging them to find alternatives outside the status quo and/or their comfort zone.

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