Page 409 - The Handbook for Quality Management a Complete Guide to Operational Excellence

396 M a n a g e m e n t o f H u m a n R e s o u r c e s R e s o u r c e R e q u i r e m e n t s t o M a n a g e t h e Q u a l i t y F u n c t i o n 397

Coaches must also understand how adults learn and grow. Brookfield
(1986) identified six factors that influence adult learning:

1. More learning takes place if learning is seen as voluntary, self-
initiated activity.
2. More learning takes place in a climate of mutual respect.
3. The best learning takes place in an environment characterized by
a spirit of collaboration.
4. Learning involves a balance between action and self-reflection.
5. People learn best when their learning is self-directed.

Coaches should be aware of the essentials of motivation theory, such
as Maslow’s needs hierarchy, McGregor’s theory X and theory Y models
of man agement, and Herzberg’s hygiene theory, as discussed in Chap. 18.
There are many variations on the coaching process, but all involve
similar steps (Finnerty, 1996):

• Define performance goals.
• Identify necessary resources for success.
• Observe and analyze current performance.
• Set expectations for performance improvement.
• Plan a coaching schedule.
• Meet with the individual or team to get commitment to goals,
demon strate the desired behavior, and establish boundaries.
• Give feedback on practice and performance.
• Follow up to maintain goals.

Situations That Require Coaching to Improve Performance
Coaching discussions may be initiated as a result of an administrative situ-
ation or because the manager has become aware of an event or incident of
concern in relation to a task or project. In their publication, Coaching Skills,
The Center for Management and Organization Effectiveness lists the
follow ing situations in which coaching may be required:
Administrative situations
• Setting objectives
• Performance reviews
• Salary discussions
• Career planning-development discussions
• Job posting and bidding discussions

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