The training and development presentation contains information about importance, objective and needs of training and development and challenges present in training and development. It contains several review of literature. It explains about Kirkpatrick's model, Kaufman's five level model, CIRO model, CI PD partnership model and k under model. The purpose and methodologies also explained.
The training and development presentation contains information about importance, objective and needs of training and development and challenges present in training and development. It contains several review of literature. It explains about Kirkpatrick's model, Kaufman's five level model, CIRO model, CI PD partnership model and k under model. The purpose and methodologies also explained.
Training and development is a function of human resource management concerned with organizational activity aimed at bettering the performance of individuals and groups in organizational settings. It has been known by several names, including "human resource development", and "learning and development".
Training and development is a function of human resource management concerned with organizational activity aimed at bettering the performance of individuals and groups in organizational settings. It has been known by several names, including "human resource development", and "learning and development".
To design and develop a Rugged multiport custom Gigabit Ethernet Switch that enables the customer to enter into industrial and transportation segments.
SRP Barometer - Week 18 - De sociale media huldigen de lives van The VoiceMaxus Belgium
Noorden:
De Zevende Dag staat net als vorige week weer stevig verankerd op de eerste plaats. In de aanloop naar de verkiezingen verwachten we doorgaans hoge SRP-scores van de politieke uitzendingen.
De derde live van The Voice van Vlaanderen staat deze week op de tweede plaats met recordresultaten sinds februari 2014 op het gebied van Facebookberichten (13.347) en SRP-score (SRP 4,25)!
Dankzij haar SRP-record plaatst Reyers Laat zich derde met uiteenlopende onderwerpen: onderwijshervorming, respect voor fauna en flora, Streetwize etc.
ZUIDEN:
69 minutes sans chichis staat voor het eerst op de nummer 1 van de SRP-barometer en heeft dat aan gast Kev Adams te danken! De uitzending leverde een SRP-record op van 16,71 vs. het gemiddelde van 4,95.
The Voice Belgique moet zich voor de halve finales deze week tevreden stellen met een tweede plaats in de rangschikking. Sinds de piek op 15 april (recordaantal berichten en SRP-record) gingen de resultaten van deze uitzendingen naar omlaag.
Net zoals in het noorden zorgen de politieke uitzendingen voor de nodige conversatie. Het onderwerp van Mise au Point was « Bruxelles : une capitale en campagne… » en leverde het grootste aantal berichten op sinds januari 2014.
Basic Kanji Vol.1.
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A TYPICAL DESIGNTo illustrate a program focused on individual de.docxransayo
A TYPICAL DESIGN
To illustrate a program focused on individual development, we use the example of a leadership course designed for a manufacturing company. The company had a long history of promoting leadership development and had recently become concerned about building a cadre of “change-agent” leaders capable of coping with the accelerating pace of innovation in the industry. Two professors from a leading business school, experts in leadership, were called in to design a program around the leadership competencies required to effect organizational change. Together the professors and company sponsors produced and delivered a four-day learning experience structured around three distinct modules: the leader’s role in change, skills for implementing change, and motivational and empowerment practices.
At the start of day one, participants received survey feedback from a dozen of their workplace colleagues (superiors, peers, and subordinates). This feedback was structured so that the competency categories that were reported corresponded with each of the course’s three themes. This ensured that participants could personally gauge their strengths and weaknesses against the competencies described in the modules about to be taught. It was assumed that feedback early in the course would stimulate the participants’ desire to learn.
Following this feedback and a personal review session with an onsite coach, the program began with a module on leadership vision and change. Using a series of case studies from companies such as General Electric, Microsoft, and the Virgin Group, participants learned lessons about core leadership concepts such as strategic vision, unconventional market perspectives, and environmental scanning for opportunities. During course discussions, the professors encouraged participants to share their own experiences. This created dialogue that allowed the core concepts to be applied to the individuals’ own leadership challenges and personal work situations.
A second module was presented in days two and three that emphasized skills required for implementing change. Another series of case studies illustrated how effective leaders at several companies had successfully orchestrated large-scale organizational change. For example, participants explored the successful turnaround of the international advertising agency Ogilvy & Mather by its senior leader Charlotte Beers. This case study taught lessons about the process of developing a strategic vision and ways to implement the vision once it was defined. Experiential exercises were used to teach communications and influence skills. A portion of day three and all of day four explored the remaining themes of motivation and empowerment—again using experiential exercises and case discussions as the principal vehicles for conveying lessons and insight. Participants learned about the personal philosophies that leaders often draw on in their efforts to empower others, and about the importance of lea.
Sales Force Transformation: Developing a Customer-Focused Growth OrganizationVassilis Engonopoulos
In today's selling environment, buyers are becoming more sophisticated and demanding while competition continues to escalate. Enhancing the effectiveness of your sales force has never been more crucial - nor more difficult.
Transforming the sales force is a difficult journey, but the impact can be dramatic.
The mission of the Physician Coaching Process is to help Physicians (Coachees) develop and achieve their individual professional and personal goals. By going through this developmental process, the Physicians will develop personal skills and implement their, strengthen skills and become a vital part of the professional growth plan. Physicians will focus on personal and professional development, enhanced performance, development of direct reports, being able to present ideas clearly and appropriately, and learning how to be an integral part of their practice or hospital. Physicians have unique pressures for performance with high expectations of being correct. The key to success is to ensure the Physician’s achievement of a professional plan for growth and or change. It is up to the Physician, working with the coach to evaluate potential and define an appropriate personal strategic plan.
· Assignment 2: Coaching Model
Due Week 6 and worth 250 points
For this assignment, consider the organization where you currently work or an organization where you may have worked in the past as a point of reference for evaluating the coaching model and team-based performance.
(Note: You may create and / or make all necessary assumptions needed for the completion of these assignments. In your original work, you may use aspects of existing processes from either your current or a former place of employment. However, you must remove any and all identifying information that would enable someone to discern the organization[s] that you have used.)
Write a five to seven (5-7) page paper in which you:
1. Classify the selected organization’s approach to coaching as it relates to one (1) of the following: Ad Hoc Coaching, Managing Coaching, Proactive Coaching, or Strategic Coaching (ATTACHED BELOW). Judge the extent to which the identified coaching model has worked to optimize the organization’s performance management activities.
2. Recommend three (3) practices to improve the selected organization’s current performance from Table 4.3: Best Practices for Manager-Coaches in the textbook (ATTACHED BELOW). Justify each element as it relates to optimizing performance.
3. Construct five (5) best practices that would maximize team-based performance in the selected organization. Specify the primary manner in which each practice aligns with the organization’s overall goals and vision.
4. Use three (3) external sources to support your responses. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Develop a coaching model that optimizes performance management activities.
· Debate the team-based performance management best practices.
· Use technology and information resources to research issues in performance management.
· Write clearly and concisely about performance management using proper writing
mechanics.
Organizational Approaches to Coaching: Four Stages
To set the stage for what is happening in many organizations today, consider a continuum of organizational approaches to coaching that evolves from completely unstructured and ad hoc to relatively strategic and systemic (Peterson & Little, 2008; see also Clutterbuck & Megginson, 2005; Hunt & Weintraub, 2007; Underhill, McAnally, & Koriath, 2007; Valerio & Lee, 2005).
Stage 1: Ad Hoc Coaching—Driven .
Human Network is a leading edge leadership and talent development consulting firm. Our core areas of expertise include Leadership
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1. Team coaching
and development
coaching & consultancy excellence
academy
coaching & consultancy excellence
academy
coaching & consultancy excellence
academy
new
program
icf accredited
with
50,75 cce
&
26 resource
points
2. Intact, International Training Coaching and Consultancy, is dedicated to
providing state-of-the-art coaching and consultancy methods and tools
to improve business performance.
Since 1985, we have been working mostly in:
• Strategic team agility – creating businesses that thrive in turbulent
environments
• Reorganisation – restructuring, business process improvement,
outsourcing
• Changing organisational culture: enhancing customer focus,
innovation, entrepreneurship, cross functional cooperation
• Leadership development: setting up talent development, succession
planning, leadership training programs, executive coaching, team
development
• International Coach, Team Coach, Leadership and OD and Supervision
Academies.
You are the experts in what you do. We are the experts in helping you to
change it.
4. team coaching and development
This program is for experienced professionals such as coaches,
consultants and leaders who want to deepen their team
coaching and development skills, based on transactional analysis,
group relations, family constellations and other frames of
reference.
The program consists of six two-day workshops, including
an accreditation workshop, intervision groups, logbook,
presentation and team coaching practice.
The program has been awarded 50,75 ICF CEU units.
5. team coaching workshops
1. Structure and dynamics of groups and teams: One of the
most effective ways of giving team coaching is to focus on
the boundaries between environment, membership and
leadership.
In this workshop we will give an overview of the
TA organisational theory. You will learn about the public
structure (boundaries, roles, and hierarchy) and about
the private structure, which is based on the unconscious
expectations and image of the people in the organisation.
The goal is to explore specific interventions to increase
durability, effectiveness and efficiency within your
organisation or group.
6. 2. Stages of group development: Each organisation develops
through a series of stages, determined by the complexity
of the environment and maturity. We will simulate five
stages of team development, each characterised by a specific
leadership style, structure and possible problems. You will
learn about: stages of development, typical leadership, culture
and prevalent problems and interventions to facilitate team
development.
3. Senior leadership teams: The time of ‘the great leader’ is over.
The demands of the environment are rapidly outdistancing the
capabilities of any single person, no matter how talented. A
team approach will help you transcend the silo mentality and
help manage the cross functional decisions necessary to create
speed, scope and customer intimacy. In this workshop we will
focus on some core questions such as: do you really need a
leadership team? How do you define its purpose? Do you have
the right people?
7. 4. Coaching in the group: Coaching in the group is about the
ability to coach individuals in a group setting. There are
various levels of problem definition in a group. As a coach we
can intervene at the structural, relational or cultural level. At
each of these levels there are different ways of intervening to
improve the performance of the group, which we will practice.
5. Team coaching: This workshop will be dedicated to creating
high performance teams through team coaching. Team
coaching is about coaching the group as an entity. We will
explore the six variables that create high performance teams.
6. Accreditation team coaching and development: In this
last workshop we will review the theory of organisational
coaching. Participants will present their team or organisational
coaching case together with the recording of their work with
their client.
8. other accreditation requirements
To fulfil the other requirements for accreditation, participants
have to complete the workshops, the intervision groups, a
learning logbook, a presentation and a case study.
1. Intervision groups
The intervision groups take place in between the workshops.
Each group consists of three to four participants. The goal of the
intervision groups is to work on assignments, discuss practical
application of the theory in your work and get coaching on your
personal learning contract.
9. 2. Presentation
During the year participants are expected to give a 15-minute
presentation on a team coaching concept, followed by questions
and feedback. The goal of the presentation is to integrate theory
and get feedback on your presentation skills in light of your
personal learning goals.
3. Logbook
All participants have access to the Intact member website that
includes articles, homework per workshop and logbook. The
logbook has to be filled out after every workshop, and is a part
of your certification process.
Your learning logbook contains a personal summary of the
workshops, the results of your homework and a log of your
learning experiences in each workshop. The logbook will be
presented at the last workshop.
10. 4. Team coaching process
The participants will be working in a team of two to three team
coaches to provide real coaching within an organisation over a
six-month period. In some countries the program manager will
seek to provide clients for the participants who don’t have their
own.
Team coaching is a powerful process that will enhance the
performance of team, members and coaches alike, impacting the
immediate business as well.
The organisational team will receive six 2.5 hours coaching
sessions, in combination with eight one-hour coaching sessions
for the leader. The team and members will be expected to
participate in whatever tools or process the coaches need to
ascertain needs and realise the learning contract.
11. Because this is a work placement for learning, coaches will
not work for a fee, unless explicitly contracted by their own
clients. However, they will receive supervision from the program
facilitators.
All data collected by the coaches will be used to develop their
case study. We will put specific contracts in place with both the
organisations and the team coach teams to ensure the learning.
5. Case study team coaching
The purpose of the case study is to show that you have
integrated knowledge of team coaching concepts and can apply
them in practice in your field of work.
Your client can be about a coaching, consultancy or management
process.
12. The case study has to illustrate a process with the client (so not a
one-off), which is part of your usual field of work.
The case study should describe the following areas:
1. Relevant data on client including relevant history
2. Contact: How did you come into contact with this
client? Was it a referral, direct approach by the client or
indirect through someone else? What was your client’s
and your initial definition of the problem? What TA
concepts did you use in your initial hypotheses?
3. Contract: Describe the administrative, professional and
psychological levels of the contract you made. What
evidence was this based on?
13. 4. Problem definition and planning: Describe the strategies
and short and long-term goals you defined. What
relevant team coaching concepts did you apply for this
(describe and illustrate)?
5. Interventions: Explain how you put your plan into
action. Describe the process of interventions in using a
timeline. What interventions had a positive influence on
your client? Give concrete examples. Describe your own
values and ideas that may have been important for this.
Where there any key events that may have led you to
change your original goals and plans?
6. Evaluation and prognosis: To what extent has the
contract been realised? Describe current state and
possible future steps.
7. Concluding remarks: What have you learned in the
process? Would you do anything differently next time?
What are you proud of?
14. The case study is a maximum of ten pages, and a minimum of
seven pages (A4, single spaced) and includes an abstract, a short
description of you the author and a list of references at the end.
The outline of your case study is due 12 weeks before the final
workshop. The draft is due six weeks before the final workshop.
Intact will edit the draft, after which you will complete the case
study. The definite case study is due the first day of the final
workshop.
During the last workshop you will present the results of your
case study together with a recording of your work with this
client.
15. assessment criteria
At this level we expect participants to be:
• Able to manage their own process in a way that supports the
client’s process
• Able to present a range of concepts and applications which
they review continuously
• Able to establish clear and ethical contracts even in
ambiguous team settings
• Flexible in their relationship with the client in order to meet
their developmental needs
• Able to use feedback and challenge effectively to enable
insight and learning
• Able to explore the wider impact of interventions
• Able to apply a rigorous process of (self) evaluation to improve
standard of practice.
16. relevant literature
• Berne, E. (1963), The Structure and Dynamics of Groups and
Organizations, Ballantine books, New York
• Hawkins, P. (2011), Leadership Team Coaching: Developing
Collective Transformational Leadership, Kogan Page, London
• Katzenbach, J. R. & Smith, D. K. (1993), The Wisdom of Teams.
Creating the High-Performance Organization, Harvard Business
School Press, Boston, MA
• Thornton, C. (2010), Group and Team Coaching, Routledge,
Hove, East Sussex
• Tudor, K. (1999), Group counselling, Sage publications.
Other articles can be found on the Intact member website.
17. recommended reading
• J. Campbell (2004), The hero with a thousand faces, Princeton
University Press
• Pinkola Estes (1992), Women who run with wolves, Ballantine
books
• Clutterbuck, D. (2007) Coaching the Team at Work, Nicholas
Brealey, London
• Hackman, J. R., & Wageman, R. (2005), A Theory of Team
Coaching. Academy of Management Review, 30(2), 269-287.
• Block, P. (2011), Flawless Consulting: A guide to getting your
expertise used. Jossey Bass, 3rd Edition, April 2011
• O’Neill, M. B. (2000), Executive Coaching with Backbone and
Heart: A Systems Approach to Engaging Leaders with Their
Challenges, Jossey-Bass Wiley, San Francisco
18. • Kegan, R. and Lahey L. L. (2009), Immunity to Change: How
to overcome it and unlock the potential in yourself and your
organisation, Harvard Business School Press, Boston
• Lencioni, P. (2002), The Five Dysfunctions of a Team. A
Leadership Fable, Jossey-Bass Wiley, San Francisco
• Levi, D. J. (2010), Group Dynamics for Teams. Sage, third
edition.
• Schein, E. H. (1969), Process consultation: Its role in
organisational development, Wesley, London
• Tuckman, B. (1965), Developmental sequence in small groups.
Psychological Bulletin, 63(6), 384-399 (for historical interest)
• Clarkson P (1995), Change in Organisations, Whurr Publishers,
London
• Hargrove, R. (2003), Masterful Coaching, Jossey-Bass Wiley,
San Francisco
19. • Whitmore, J. (2002), Coaching for Performance: Growing
People, Performance and Purpose, Nicholas Brealey, London