Buy an essay: Coaching in the Workplace

Coaching is of the utmost importance in the contemporary business environment. Coaching contributes to the consistent improvement of the professional skills and abilities and expansion of professional knowledge and experience. At the same time, it is necessary to take into consideration multiple factors, including the age of coachees, personal traits of character, and effective methods of training that will make coaching effective and bring positive outcomes for coachees and organizations.
In actuality, some researchers (Zucker et al, 2002) argue that the age of coachees can affect their perception and learning abilities. What is meant here is the fact that learning abilities of individuals differ at the different age. Zucker (2002) argues that coaching is particularly effective in relation to young employees at the age of 20-30, whereas employees in their late 30s-40 and especially 50s may have substantial difficulties in learning. Therefore, coaching should use different methods that can be effective and meet needs and capabilities of coachees.
In this respect, it is possible to refer to the study conducted by Mclean and others (2005), which focused on the basic approaches to coaching. The researchers (McLean et al, 2005) distinguished four major dimensions of coaching, including open communication, team approach, value people, and accept ambiguity. These dimensions prove to be crucial for the effectiveness of coaching. Therefore, coaches should find the most effective approaches to coachees respectively to their age, qualification, needs and wants, and traits of character. By the way, traits of character of employees are also of the utmost importance because they affect the learning process and relations between coaches and coachees.
Thus, it is possible to conclude that coaching should be grounded on the individual approach to each coachee.

 
References
McLean, G.N. et al. (2005). “Development and Initial Validation of an Instrument Measuring Managerial Coaching Skills.” Human Resource Development Quarterly, 16(2), p. 157-178.
Zucker, A.N. et al. (2002). “College-Educated Women’s Personality Development in Adulthood: Perceptions and Age Differences.” Psychology and Aging, 17(2), p. 236-244.