D.Murali

Chennai: We learn in different ways. “Some people can be shown how to perform a task once, and they have it. Some may have to see it repeated once or twice. Other people need to hear instructions; still others prefer learning by reading,” explains Coaching People from the ‘pocket mentor’ series of Harvard Business School Press (www.tatamcgrawhill.com).

“Finding out how a particular person learns will save both you and the coachee time and frustration in the coaching process. The most effective way to discover a person’s learning preference is simply to ask him. Each person knows best what method he prefers.”

The coaching continuum ranges from the ‘directive’ style to the ‘supportive’ one. Directive coaching is apt for new employees or those learning a new skill. In contrast, ‘performers who meet current standards of performance and need to prepare to take on new or greater responsibilities,’ can do well with supportive coaching.

When implementing the ‘supportive’ approach, these tips from the book should come in handy. First, recognise the good work they are doing, and without making promises, ‘indicate that opportunities for advancement are available.’

Leaders should engage these people in ‘realistic and open-ended discussion of career goals,’ keeping in mind ‘the knowledge, skills, and commitment’ that new jobs require.

It may also be a good idea to ask the performers ‘in what areas they see a need for growth and development to qualify for new job opportunities,’ and then support them in ‘a mutually acceptable plan for acquiring the requisite skills and knowledge.’ Don’t, however, forget to follow up on that plan. The supportive group may be invited ‘to use their experience and expertise to coach others.’

As manager, you have to cope with your dual role as evaluator and coach. This is possible in an atmosphere of trust, in which you show interest in the long-term development of your people and provide them with both support and autonomy.

“Employees open up to managers they trust. Trust makes coaching possible, and the act of coaching itself increases trust.”

It should help to visualise effective coaching as ‘an upward spiral with trust as its foundation.’

Reservations in recommendations

Good recommendation from your professor can be crucial when you want to pursue a career at an international level, says Mukhopadhyay Suvasish in How to Study and Succeed (www.vivagroupindia.com). Parameters that professors may have to consider include the student’s motivation, honesty, written and verbal expression, research potential, emotional stability and so on.

Realistically speaking, it is not that all students deserve a nice word. So, it should be a tempting proposition for a teacher to spew venom in the last missive he has a chance to give the student. But wait. Not recommending at all may be better than adding a caveat in the testimonial, the author argues.

“It is useless to recommend a candidate with reservation. It damages the candidate’s career… Good recommendation may not be able to do too much of good, but a slightly bad recommendation can cause a lot of harm.”

Decrying the common practice of students to seek recommendation from their HOD (head of the department) or principal, Suvasish says the most important thing is that you get the letter from someone who has personally taught you. “As a recommender your project guide can play a better role than your HOD or principal.”

An upsetting fact that the essay wraps with is about how students leave all the connections behind. “While trying to get a recommendation, the students meet professors hundred times, and we the teachers rate them very high. After their purpose is served, they turn away and forget their professors totally.”