Coaching And Mentoring Has Been In Society Management Essay

Coaching And Mentoring Has Been In Society Management Essay Coaching and mentoring has been in society for thousands of years in some form or another. Coaching has been likened with counselling and therapy as a large number of therapists have retrained to become coaches. In the last century it became ever more popular with an emphasis on life coaching, academic coaching, managerial coaching and sports coaching. Anybody can call themselves a coach or mentor and because there is a lack of regulation and accreditation the consequence is problems with adherence and accountability and no way of actually measuring its effectiveness. In the last 20 years industry and business have bought into the coaching and mentoring framework. A survey by the Chartered Institute of Personnel and Development (2011) shows coaching and mentoring to be an increasing activity to improving performance and employee engagement. Because of this the coach has a responsibility for imparting knowledge, through technical ability and skill altogether ensuring the protà ©gà ©s personal and professional development. There are subtle differences between coaching and mentoring, but academics would argue coaching is an element of mentoring (Clutterbuck and Lane 2004). However there is still much confusion and Ives (2010) argued that the reason for confusion is the lack of formal definition. Another way of viewing this is with Hawkins and Smith (2007, p39) who in comparison argue that multiple definitions can delineate the territory mentoring might cover. The Chartered Institute of Personnel and Development survey goes on to state that it is also confusing because of reluctance by industry to conduct formal evaluation on their programmes and what will its value be within businesses. There are numerous definitions for coaching and mentoring. Bax, Negrutiu, and Calota (2011 p323) stipulates the role of a coach as helping, showing, giving feedback, explaining and encouraging. Along with Linder-Pelz and Hall (2008, p43) who state coaching is about, facilitating a clients performance, experience, learning and growth. The International Coaching Federation (2011, p1) describes a coach as, providing objective assessment and observations that foster the individuals enhanced self-awareness. Mentoring has been defined as a relationship between two people with learning and development as its purpose, (Megginson and Garvey 2004, p2) (cited in Brockbank and McGill 2006). The most striking correlation between the definitions is the phrase learning, which best describes an essential part to the relationship that makes coaching and mentoring distinctive. As opposed to Wallace and Gravells (2009 p10) who offer another alternative for mentoring as a long term commitment and a more gradual process than coaching. It is therefore acknowledged that during coaching or mentoring some form of learning will occur. Hence this would indicate the coach or mentor need to have a level of competence, experience and training technique. The European Mentoring and Coaching Council have identified their core competences within their code of ethics and Clutterbuck and Lane (2004) attempted to identify common attributes. Subsequently other governing bodies such as the association of coaching, the association of professional executive coaching the international coach federation have defined their own versions further adding to the confusion. At the same time the research conducted by the Chartered Institute of Personnel and Development survey (2011), and The Institute of Leadership and Management Creating a coaching culture Report. (2011) emphasise coaching enablers within business need to be mindful of all the schemes and styles in order to finding the best strategic model. For this reason as with most interventions there needs to be a guide to aiding behavioural modification, these are the building blocks of the various concepts and models. The GROW Model (Goal, Reality, Options, Will) is the best known model for coaching. This model is a goal orientated model which is simplistic, easy to understand and use. It has been extensively described by many authors including Whitmore (1992, 2003, 2009), Downey (2003), Clutterbuck, and Megginson (2005). They imply the model can be utilised by anyone without specialist training, but is lacking a self-reflection process. The Chiumento research report: Coaching Counts (2007) highlights the trend of organisations using coaching models. The GROW model being the preferred choice. According to the literature the model allows for the coach and coachee relationship to be developed and the individual to develop and manage their goals. However it is used predominantly for a short term and to correct a business issue, improve individual performance, facilitate the learning of new skills, to prepare an individual for promotion or change. Mostly case studies give examples of how the model is applied. Therefore analysis is difficult. Further coaching models are the framework to facilitate this change within an individual. The coach by definition is the architect of the process and not just an instructor. Coaching models are the tool kit for a coach to develop the coaching relationship with a coachee. However, as with all tool kits a coach can collect a vast array of tools, but never develop the competence to use them. Connor, M. Pokora, J. (2007 p12) states when a model is used it, provides a map for the journey, for both client and coach. That journey is never linear and it is easy to get lost along the way so there must be a process to change direction. To better define best practice the European Mentoring and Coaching Council produced a code of ethics (2008). This was an attempt to standardise the terminology, competence, integrity, professionalism and structure. Unfortunately this is only one governing bodys package. Hawkins and Smith (2007) first presented their model of coaching in the early 80s. They later developed the model which focused on the coach and coachee relationship from the outset. In particular, enabling the setting of clear ground rules when negotiating the contract. The CLEAR Model (Contracting, Listening, Exploring, Action, Review) was very similar to the GROW model although not as restricted and does allow a level of flexibility. There is greater emphasis on the feedback loop for the coach and coachee. Because of the exclusiveness of literature, only slight reference is made to similar areas of study. It is evident that this model has had an influence on further coaching models. Spece and Oades (2011 p38) note that many of the coaching surveys and reviews, impacts an array of psychological characteristics and processes. They also observe that much of the literature, when speaking of coaching, raise the concern to using cognitive behavioural coaching, motivational interviewing and emotional intelligence. McMahon (2007) was a co-founder of the cognitive behavioural coaching model. Her model focussed on a non-directive form of questioning which enabled an individual to become self-aware of their emotions. This model has been extensively theorised and researched with the vast majority being empirical. Unfortunately, it is only designed to be used over a short period of time, but enabled only a competent practitioner to develop an individual into identifying problem solving goals. Nonetheless this did address personal issues but it did not take into account the requirements of the establishments objectives. There is additionally widespread consensus of opinion and ideas as to what coaching and mentoring is or what makes a good coach. The Institute of Leadership and Management Creating a coaching culture Report (2011) examined the link between who conducts the coaching and what is coaching best practice. See figure 1 below. They found that although line managers are the preferred choice, they do not necessarily make the best coaches as this will prevent the success of the intervention provided. Unfortunately the majority of their research to date uses only a small numbers of participants and makes analysis challenging. Figure 1 Who undertakes coaching? Figure taken from the Institute of Leadership Management Creating a coaching culture Report May 2011 The average manager/coach, in order to be successful, requires some form of intelligence, knowledge that they must communicate well, understand their subordinates or peers and conduct themselves appropriately. These skills are not just inherited but must be nurtured over time. Emotional intelligence, as it is referred to, requires the manager to have empathy, commitment, initiative and self-awareness. To know yourself emotionally enables an individual to adjust their behaviour towards others. Sterrett (2006) attempts to introduce this concept to those who are engaged in coaching and mentoring. Wall (2006, p68) refers to a key aspects of a coach or mentor as being emotional Intelligent which, refers to a variety of personal and interpersonal competencies that have huge impact on a persons success. Indeed coaching must now include this element as it can allow the coach to engage at a personal level and guide the coachee to set their goals linked to their own personal values. As a resul t the coachee is more likely to buy in and pursue this relationship if the change matters to them. With all positives there can be a negative as Alexander (2011) alternatively offers another aspect to the use of emotional intelligence. She argues when emotional intelligence is used it can also give an individual the intellectual advantage and can be used to control, manipulate and intimidate. However the article uses emotive language. It is lacking in impartiality and does not produce any credible evidence. The consequence is she has a tendency to over emphasise the negative part. The McLeod and Thomas (2010) model of coaching, the STEPPA Model (Subject, Target objective, Emotion, Perception, Plan, Pace, Act/Amend), is relatively new and offers a more finite element than other models. The basis of the model is to concentrate on the individuals emotions and actions are elicited through them. These are more elaborate in details and interpretation. However it is lacking the flexibility a novice coach needs. The literature leans towards the opinions and assumptions of the creators and is not based on any data taken from independent research. There is also a lack of empirical evidence to indicate the value of its use. In fact the literature showed there was a variation of important aspects to coaching and mentoring. First, the type of coaching conversation, which begins with establishing the relationship between coach and coachee. This was fabricated using the code of ethics. Secondly setting the contract which must contain all the agreed parameters. Thirdly the formulation and setting of goals and obtaining a by in from the coachee and lastly using feedback to make adjustments. Unfortunately the models are limited by their creators and because of this a level of flexibility is removed. It is impossible to suggest that there is a perfect model to use as it would be easier to fit a model in a specific circumstance. All models emphasised the fact that individuals must recognise their own potential, take ownership of their individual goals and aims and review them periodically. The importance of questioning and self-reflection is paramount. The models do however, provide a basic structure for the coach to work with. All have a level of simplicity and some allow a level of flexibility and are all intended to make the coachee take action. There are limitations, and if the coach does not take care, can overlook the basic principles required in coaching interventions. Egan 2002 (cited in Connor and Pakora 2007) states, the model is for the client, in short the coach should not get hooked into constantly checking where they are in the process rather than moving in the direction the coachee wants. Coaching is rapidly expanding into multiple disciplines and applications but despite abundant rigid literature, research into coaching and mentoring is still very limited. If coaching can be claimed as an asset within industry and business alike, studies should contain a varied population with an interchangeable set of objectives. It has been shown that coaching may not have the desired effect for certain environments and that an alternate option would be a more suitable choice.

First Exchange between Beatrice and Benedick being Greeted with Delight

The first exchange between Beatrice and Benedick is always greeted with delight in the theatre? Explain why this is so. Act one scene one of Much Ado About Nothing is always greeted with delight in the theatre for many reasons. It begins when Don Pedro and company enter a "golden world" in Messina where the women are already located. In this situation, people fail to take things seriously, causing the war of swords to soon turn into a war of words. Benedick and Beatrice are the main examples of male/female rivalry that converts into belligerent wordplay. The scene is greeted with delight because it is the first encounter between Beatrice and Benedick and Leonato has already explained the situation between them, stimulating the audience with the want to know more about the relationship between them. ?There is a kind of merry war betwixt Signor Benedick and her: they never meet but there?s a skirmish of wit between them.? Leonato explains the relationship between Beatrice and Benedick to the messenger. We also already know what Beatrice thinks of Benedict from her first line in the play whereupon she as ks ?I pray you is Signior Mountanto returned from the wars or no?? Here she makes a joke about Benedick?s arrogance as Signior Mountanto can be translated as Signior Stuck up. However there may be more to this than meets the eye, it is obvious that she cares about him otherwise she would not have asked but the covers this up with a snide comment bout the ego of Benedick. Here the audience has already established that both Beatrice?s verbal wit and dexterity and her apparent disdain for Benedick and what might be seen as her attempt to mask her true feelings and this is greeted with delight in the theatre. The clash of wit between ... ...and mistrust. He is grateful for his mother, but plans to have no other women in his life. Like Beatrice, by insulting the female gender, he is proclaiming the male gender as supreme. From this we see that Beatrice and Benedick are actually very similar. Both believe that they are joyous and pleasing, for example Benedick states ?I am merry? and is described as ?from the crown of his head to the sole of his foot, he is all mirth?. Beatrice also states that she was ?born to speak all mirth and no matter? and is described as ?a pleasant spirited lady?. Beatrice and Benedick are also similar because of their desire to stay single. We see this in the comments, ?I will live a bachelor? by Benedick and ?She cannot endure to hear tell of a husband? by Leonato about Beatrice. This shows Shakespeare?s dramatic irony as they end up falling in love with each other at the end.

Shamanism Essay -- Spirit Shaman Shamanism Essays

Shamanism To truly understand the meaning of shamanism one must uncover the original definition. The word shaman comes from the language of the Evenk, a small Tungus-speaking group of hunters and reindeer herders from Siberia. It was first used only to designate a religious specialist from this region. By the beginning of the 20th century it was already being applied to a variety of North America and South American practices from the present and the past. Today people have gone as far as defining the word shaman as any human that acknowledges that he/she has had contact with spiritual entities. Well at least the term still refers to human beings. The Siberian shaman's soul is said to be able to leave the body and travel to other parts of the cosmos, particularly to an upper world in the sky and a lower world underground. How can anyone know what the people of Mesoamerica were seeing if they in fact were even in these states of trance. A broader definition is that shamans would include any kind of person who is in control of his or her state of trance, even if this does not involve a soul journey. This broader definition stills does not include a culture that no one was around to document. Does anyone really know if these ‘shamans’ controlled their state of trance? Not to mention, there is no evidence of a written language of either the Olmec or West Mexican regions to date. These definitions of shamanism are very brief and really can not be upheld as a specific precise and accurate definition, however shamanism within these parameters has been widely accepted both in the early and late twentieth century, and into today. Shamanism due to its many definitions could be just about any being that can be observed practicing. Shamanism is not a single, unified religion but a cross-cultural form of religious sensibility and practice. It is a complex set of practices, beliefs, values and behaviors that enable the practitioner to elect a shift from ordinary consciousness into a trance state with a specific goal in mind. Such as healing, obtaining information, power, vision, divination, contacting the spirit of the deceased, soul retrieval or guidance for right action. Shamanism is scattered and fragmented and should perhaps not be called an -ism at all. There is no doctrine, no world shamanic church, no holy book as a point of reference, no priests with... ...ght to be a part of some religions. Some have completely discredited the theory of Shamanism as a way of coping out in research. To completely convince readers of a theory, there should be a firm base to their argument and there is not one when it comes to shamanism in Ancient Mesoamerican cultures such as the Olmec and West Mexican cultures. (Hamayon, 1-5) The word ‘shamanism’ has been thrown around a great deal these days, and attached to a variety of behaviors, sometimes with only a vague understanding of its meaning. Most people who study the existence of shamans have very little knowledge of what actual tribal shamans practiced in any given culture. A researcher or interested seeker, looking through all the widely varied literature, will notice both similarities and differences between anthropological descriptions of long-ago tribal shamans and similar iconography of Mesoamerica. Similarities could mean that there were rituals of a similar magnitude but it does not prove that they are all a part of a giant web that stretches across the world. Confusion on the topic and its many interpretations cloud its origin and force a compromising stance on the very word ‘shamanism’.

Gender roles Essay

Well, the topic of gender roles is a ripe one. While there is no specific outline providing benchmarks to use in classifying a person’s gender, a number of factors come into play in helping define one’s gender. One of the factors is cultural prescription as provided for by a person’s social group. A man is a man or a woman a woman depending on how the social group they belong to label or socializes them. But one should remember here that genitalia alone do not determine a person’s gender. While one’s sex is determined by one’s biology, both biology and culture (nature and nurture) determine their gender. There are different roles for different genders. Gender is more of culturally than biologically determined. In fact, a person could be born with male genitalia but be of female gender or vice versa. Differences exist between the male and female genders for instance; men are braver than women and women more emotional than men. Women like being protected while men like to protect. Also, men want to pursue a woman for relationship while women want to be pursued. The differences between the genders emanate from differences in sexes culture, religion among others. Some of the similarities include: both are jealous, self-centered and want to mend the other to live up to their own standards. Again, both genders converge in their need for recognition and love. These among other differences and similarities together with other factors such as legal have succeeded in being constant obstacles on the road to equality. Most social groups, our parents and the media have socialized us to believe that the male gender is superior to the female gender. One can ask, does sex determine one’s abilities? Pursuing such a question may elicit an endless debate but a sex-based approach in determining gender roles is bias and oppressive to women and perpetuates inequalities and patriarchy. No wonder women have to fight for equality. Kyra Sedgwick says that, â€Å"†¦we are still not really supposed to want it as much as guy does. † But I think women should be able to make their own choices. I would want to socialize my children in a manner that they will see both genders as equal and worth as much respect despite the differences. I will also want to allow them freedom to choose what they want to be in life. I will not deny them opportunities on the basis of their gender. I will also encourage them to follow their passion provided they are within the range of acceptable careers and I will endeavor to support them. A number of questions puzzle me. They include; In agitating for equality, do women become more women or less? Is a woman more woman because she enjoys same rights as a man? Is it possible to invent a universally acceptable modality of determining gender roles so as to eschew the controversy? What provisions do our societies make for those individuals who do not qualify as average male/female? These questions leave me lost in the labyrinths. The first and second questions demand that women be careful when agitating for equality lest they lose their identity. Anyway what is so serious about losing one’s identity? If forgoing one’s identity will make one have a happier life then isn’t it better to forgo it. What should be pursued, identity or happiness? Addressing the third question will save us unnecessary debates while the fourth question rises out of my worry that there are some persons that are left out in the classification of genders and this could be unfair- a more inclusive definition needs to be adopted for a fair discussion. In doing away with the dual classification such terms as feminism and others that are so ‘poisoned’ will be avoided and may be a less controversial nomenclature adopted. Andrea Wong is a brave woman. From her early age she tried her leg in leadership, a field that was erroneously perceived as a reserve for men. Also unlike most women, Andrea Wong knows how, after falling, to get up, dust herself off and keep going. Unlike Wong, most women get resigned after their first failure. If women were like her, they would also be leaders like she is today and would be doing great exploits. Rachel Roy is another woman who impresses me. She goes for what she wants and she wants nothing but the best, â€Å" If I couldn’t work at Contempo, I didn’t want to work anywhere. † This shows a resolve that most women lack. She knows what she wants that is to be a designer, â€Å"her passion started in childhood and she has never wavered†. She is final in her decision. These two women not only set good example for me but also are good role models for women. From the pieces, it is clearly depicted that success for women is dependent on their attitude and not their gender. If women changed their attitude then they would favorably compete against men and it would be easier for them and tougher for men. Works cited Newsweek, October 15, 2007.

Five of Frankenstein Essay

This extraction suggests that the pecker was fairly friendly, rather than demonical firearm a grin wrinkled his cheeks. The wolf was precise similar to a mod born baby, with no experience in life and no knowledge of how to distri savee and act His jaws opened, and he muttered some unarticulated sounds. Despite the brutes neediness of knowledge and experience, higher-up somehow manages to dole out the pecker in an appalling manner. These lap of purgets portray headmaster as psyche who is very bestial and ungenerous, furthermore, it makes the reader sympathize for the creature.The idea of bringing some champion into the earth by stitching together pieces of defunct bodies and passing electricity through the dust raises the question of immoralities moreover the way Victor brought life into the world and and so throw out it is a terrible lot worse. In this story, Victor Frankenstein acted similarly to the Ancient classical character Prometheus, as he vie parag on. He felt that he had the proper to create new life. He then realised how wrong it was, however by that time it was too late. In the nineteenth century, most people in England were very religious, so the way Victor goldbricks God in the story would give birth been widely frowned upon.It was extremely uncommon for people to weigh boundaries and morals cosmos questioned and stretched in this way. The creature that Victor created was far from a monster, it was but a helpless, needy existence that he had abandoned, and it was not very different from abandoning a new born baby. Society cruelly rejected him due to his appearance, which goes to show how sign minded society can be. This could have been part of the contentedness that bloody shame Shelley wished to communicate out. The true monstrous figure in the story is Victor. This is all down to his cruel nature and the disgust he shows towards the creature he spent two years strive to bring to life.Victor even goes as far as describing the creature as a half-distinguished light, subject matter he felt the creature was simply half of a human being. The author, bloody shame Shelley, in my opinion was trying to send out the messages it is wrong to play God and that society can sometimes be very judgemental. The reasons are that Mary Shelley depicts the creature as helpless, confused and needy, so that the reader will sympathize towards him, whereas she depicts Victor as a cruel and selfish person, which supports the point of playing God being wrong.The reason I believe Mary Shelley tried to send out the message of society often being judgemental is so that people will realise that appearances are not everything, and that they can learn to avert judging people by this sooner getting to know their past and sit situation. 1,060 words Aran Atwal Show preview only The above preview is unformatted text This bookman written piece of work is one of many that can be ready in our GCSE Mary Shelley sec tion. Download this probe Print Save Heres what a teacher thought of this essay 4 star(s).

How Different Types of Transition Can Effect a Child Development

Explain how polar types of transition potty affect tikeren and juvenile peoples development Transitions atomic number 18 changes that take place in our life, changes which feces occur over a mindless or long period of time, jackpot be individualal, emotional, mortalal or psychological, and wad be predictable or unpredictable. animateness is full of changes and every child and boyish soul exit go by m either transitions. Some of them whitethorn vex a positive effect (such(prenominal) as an increased level of motivation or improved selfesteem) others whitethorn nourish the opposite effect.The experiences of a child or childly person when dealing with transitions go away affect, positively or prohibitly, his development, and tidy sum arrive at an important role in development the skills to cope with other changes previous(a)r in life. Some transitions (such as starting schooling, moving finished curriculum stages or puberty) be predictable. Children should b e prep atomic number 18d in advance, and realize the opportunity to talk and ask questions round these changes. In this way any negative impacts can be minimised, and the transition should be less stressful for the child or immature person.This approach can be applied to any predictable transition, whether educational, physical or physiological, and the approach can be beneficial even for such short changes as moving from one performance to another in the classroom. For some transitions, the child or youngish person cannot be prepared in advance, and there forget be no opportunity to discourse the change before it happens. Changes such as bereavement, family break-up or serious illness are by and large unpredictable.Because these changes are not anticipated, they can cause distress and feelings of lack of hold in the child or young person. This can affect emotional and behavioural development, in turn leading to feasible impacts on physiological and intellectual developmen t. Family break-up is an event of a transition which may touch on other significant changes in a child or young persons life. The child or young persons life seems to defecate turned upside down, causing admiration and uncertainty.The child or young person can experience powerful emotions of anger, melancholy, disquietude and insecurity. For many children, their emotional distress may cause changes in behaviour. Some children or young people will not be able to show their feelings or to talk with others about what they are pass through they may isolate themselves, sightly quiet and withdrawn. In others, the reaction may be the opposite they may produce verbally or even physically aggressive or just generally less cooperative slamming doors, staying out late or getting into trouble.A good family between the child or young person and his practitioners can have a positive effect on their emotions. The practitioners must(prenominal) learn to recognise signs of transition an xiety, including carcass language, changes of behaviour, or changes in their work. Sometimes a child or young person may find it easier to express their feelings and thoughts through art work, stories or poems, than to articulate such complex emotions verbally. Starting primary school is a predictable, intellectual transition, which can be emotionally upsetting for some children.They may experience anxiety and stress when they head start attend the new setting or meet a new teacher. thither are a lot of changes voluminous it will often be their rootage experience of being separated from their parents for any length of time their routine changes with the hours at school and the longer periods of concentration call for they need to make new friends, acquire new activities and adhere to new rules. They can start showing anxiety and sadness at moving school which will affect their behaviour, and may result in regression and clinginess. ?

Cultural Differences in Business Essay

Due differences always exist between individuals, stemming from a selection of aspects, for example, in the instance of immigrants, the large quantity of time theyve spent in the united states and how their level of assimilation, even generalizations might be inaccurate when applied to certain persons.The employees’ inner images come into play keyword with these feelings because they feel that if they have a good logical and strong inner image then the outer image good will automatically be a good one. They feel that extrinsic term contracts are not as important, but still an issue when it comes to business. Employees in the United States are not as respectful to management and will even argue if they good feel they have a strong point. In some cases this late may be a good thing.The sort of change wed more like to have accomplished is not simple.Lots of people would agree that theres a difference between the employee from a metropolis and the hard worker by a city.

Your company is everyones business.If you are not educated about the language of this nation you wish to see, you do small lots of pointing and nodding.Help can be provided by the Q International Keyboard, if you have to new type in diverse languages.Cultural diversity can be viewed as analogous.

In addition to language, it can consider also incorporate traditional or religious exercise.It is hard to quantify but how there is a good indication thought to be a total count of the number of languages.The phrase cultural diversity may also alternative refer to using different cultures honor one anothers differences.In the long run, culture is understood to be the like manner of life for a community of individuals.

Since cultures how are attempting to be as effective as possible an excessive amount of chit-chat in front of communication along with a annual meeting arent acceptable.Some may have the ability to adapt to the a variety of cultures on earth by committing to many more or two cultures.Learning is large enterprise.Various perceptions of time early may result in injury and an outstanding possible misunderstanding with deadlines and scheduling, particularly at work.