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ALJ Response
There are a wide range of issues that could impact the coaching experience. In some instances, managers find it difficult to engage in coaching undertakings and could in some cases even be reluctant to partake in the same. In the present write-up, two key reasons have been presented in an attempt to explain this phenomenon. One of the said reasons relates to the development of preconceived notions about the person(s) to be coached. For instance, the supervisor could be of the opinion that the persons to be coached are not interested in the coaching process or are likely to view the same as unwarranted criticism of their efforts. I am in agreement with this assertion. In addition to the solutions proposed to reign in this particular obstacle, I would suggest that supervisors and managers work to develop deeper self-awareness so that they can be able to correct diagnose (and correct) their erroneous assumptions.
The other reason that has been identified in the present write-up is failure to develop the relevant benchmarks that aid in the assessment of employee performance and hence the need (and relevant areas) for coaching. The most viable solution in this case is, of course, clear listing of the expected standards of performance. As a matter of fact, according to Werner (2017), feedback ought to be founded on concrete data. This way, it can be easy to assess present performance, identify deviations from desired performance, and institute corrective action to address the said deviations (i.e. via directed coaching efforts).
In the final analysis, it would be prudent to note that the relevance of employee coaching cannot be overstated in efforts to develop the crucial employee capabilities needed for enhanced organizational success. This is more so the case given that, in the words of Matulcikova and Brevenikova (2016), research confirms that the suitability of an individual for the performance of some specific activity need not always rest in the qualification achieved in most cases, they achieve required knowledge, skills, and aptitudes by means of a continual education such as coaching (p. 19).
References
Matulcikova, M. & Brevenikova, D. (2016). The Application of Coaching ?n the Preparation of Employees for Work Performance. European Scientific Journal, 12(4), 19-31.
Werner, J. (2017). Human resource development (7th ed.). Boston, MA: Cengage
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