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代码代写 :职场辅导的教练行动学习

Russ-Eft(2002)强调拥有一个合适的工作环境的想法,它影响了工作场所的学习、指导和培训以及知识资产的转移。当然,工作环境是教练环境繁荣、坚持和成长的主要因素。这表明,尽管培训是有益的,但它取决于组织的其他因素。工作环境同样取决于人力资源开发部门,以及他们如何管理其他资产和部门,从而拥有一个和谐的环境,使辅导作为一种文化蓬勃发展,而不仅仅是一个一次性的事件,以履行书面上的管理承诺。

Goleman, Boyatzis and McKee(2001)提出了工作场所辅导的一个新维度,即领导者或教练的情商对学生或接受者的表现有影响。这种情商有能力在教练和接受者之间建立一种健康的关系,并最终有助于个人和组织整体业绩的增长。虽然Goleman(2000)提到,当接受培训的员工意识到自己的弱点,并且不抗拒培训时,培训风格是最适合的。这样的环境有利于员工的发展,而不是完成每天的任务,因为培训是永久性的,当员工学习并应用所学知识时,可以产生一致的结果。这显示了HRD将工作场所缓存作为提高组织绩效的积极干预的好处。

Palmer和Cavanagh(2007)对教练活动进行了研究,认为教练需要具备心理学知识和思维的先进性,以证明教练对受众有某种积极的影响,同时也要确定教练活动的准确内容。培训对提高组织绩效是有益的,正如所声称的,但它需要适当的渠道和持续不断的升级,以配备一个广阔的前景,对培训的主题。

Miller(2003)补充说,通过教练的行动学习是人力资源总监的有益干预,因为它产生了预期的结果,并提高了接受过教练和教练的个人的士气。这样做的好处是所有人的,但学习风格或教练风格必须是一种行动学习,教练通过扮演角色来授课,而个人通过观察和应用来学习。行动学习有时可能非常快,一些员工或个人可能不能在第一次尝试中消化和理解它,这导致重新开始或失去宝贵的时间和精力。这些考虑必须在教练计划开始之前考虑。


代码代写 :职场辅导的教练行动学习

Russ-Eft (2002) stresses the idea of having a suitable workplace environment which impacts the workplace learning, coaching and training along with the transfer of the knowledge assets. The workplace environment of course is the major contributor in the thriving, persistence, and growth of a coaching environment. This indicates that though coaching is beneficial, it is dependent on other factors of the organisation. The workplace environment again depends on the HRD division and how they are able to manage the other assets and divisions so as to have a harmonious environment to have coaching thrive as a culture and not just a one-off event to fulfil managerial commitments on paper.
Goleman, Boyatzis and McKee (2001) gives a new dimension about workplace coaching and that is about the emotional intelligence the leader or the coach that has an impact on the students or the receiver’s performance. This emotional intelligence has the capability of developing ahealthy relationship between the coach and the receiver, and it ultimately contributes to the growth of the performance of the individual and the organisation as a whole. Although, Goleman (2000) mentions that coaching style is best fit when the employee receiving the coaching is aware of his weaknesses and is not resisting the coaching. Such a setting is beneficial in developing the employee more instead of completing day to day tasks, because coaching is permanent and can produce consistent results when the employee learns and applies what is learned. This shows the benefits of using workplace caching by the HRD as a positive intervention to enhance the organisational performance.
Palmer & Cavanagh (2007) have researched about the coaching activity and claim that coaches need to be psychologically knowledgeable and advanced in their thinking so as to evidence some kind of positive impact on the receivers of coaching, along with identifying accurate contents of the coaching activity. Coaching is beneficial in improving organisational performance as claimed, but it requires proper channelling and consistent upgrading from time to time to be equipped with an a broad outlook towards the subject of coaching.
Miller (2003) adds that action learning through a coach is a beneficial intervention by the HRD as it produces the results as expected and lifts the morale of the individual who has received the coaching and the coach. The benefits are to all but the learning style or the coaching style must be of an action learning where the coach teaches by acting the part and the individual learning by observing and then applying. Action learning may sometimes be very fast and some employees or individuals may not digest it and understand it in the first attempt, which leads to a re-start or loss of precious time and energy. These considerations must be made before the start of a coaching program.