Coaching employees plays a significant role in the running and performance of an organization. The nursing field is very tiresome and requires employees with high skills and knowledge to deliver high-quality health services (Phillips, 2013). Nursing managers have the right experience of how the work drains, depletes, and adversely affect their health due to long working hours. Coaching transforms, ignites and helps nurses perform to their optimal rates of well-being through the delivery of high-quality health services (Lussier & Hendon, 2016). This exercise seeks to reflect on the best practices that a nurse leader can utilize to strengthen his or her coaching skills. Further, the method examines the six steps of the coaching process and their building on one another when creating productive and positive coaching experience.
As a nurse practitioner, I have experienced hostile, struggling, and the unfriendly working environment when trying to control all sorts of conflicts. I always felt disillusioned, detached, and burned out due to the extended periods of work (Branham, 2012). For I struggled to find the extinguishing approach of the feeling, I attended several coaching conferences where I realized that coaching was also a profession.
Currently, I coach nurses where I employ various coaching approaches to strengthen my personal coaching skills. First and foremost, I re-energise nurses to assist them to know the reason for choosing nursing as a profession and what they should tdo so as to stay firmly in the nursing sector (Meister & Willyerd, 2010). I encourage them to note that nursing is a critical profession that brings health living, intelligence, fulfillment, and compassion to human beings. Through this doing, I have been able to help nurses to reach their optimal well-being rate.
Also, I have a compelling passion and desire that pulls me forward as a nurse leader. Since I have been a practicing nurse in the field of medicine for more than twenty-five years, I have the feeling that I can make a good manager of nurses and help them scale high in the sector (Kanefield, 2011). Further, I believe that I can enable nurses to regain their lost reputation as well as creating conducive working ethics free from toxic work. I would ensure that clients are offered the best services since they are the primary stakeholders of our industry.
The coaching relationship between the nurses and me is simple for I ensure accountability for clients for this changes their perceptions, attitudes, feelings, beliefs, and thoughts that are blocking them to the sector (Garvey, Stokes, & Megginson, 2014). My core ethic is getting to the heart of the matter since this ensures availability of nurses as at and when needed by our clients. Further, I share my feelings and perceptions with the nurses.
In preparation for this hypothetical coaching exercise, Mala an employee for our organization will be analyzed on his past performances and how he could benefit from the coaching activity. As a nurse manager, I was glad to recruit Mala in the previous employment initiative. Mala is a passionate, ambitious, focused, and enthusiastic nurse whose desire to learn and grow professionally made the nurse leader select him for the coaching activity. The coaching initiative will benefit Mala given his intense drive to realize the optimum out of his capabilities (Tyra, 2008). This exercise uses will use the six-step coaching process to design a coaching and development plan that suites Mala towards increasing the positivity and effectiveness of this approach.
Mala is a new employee in our hospital who has shown determination, focus, and commitment to delivering quality medical services to the patients. The primary intention of coaching Mala is to equip him with right skills for intelligence, well-being, life-giving, and the desire to see the big picture of the nursing profession. I want to re-energize Mala to the extent that he understand the reasons for being a nurse and why nursing is a healthy job. I want to explore my coaching expertise by giving Mala the mind of having the desire to go beyond and the drive to optimize his skills in delivering quality health services to the client.
My primary focus as a nursing coaches is providing support and ensuring accountability for customers. The other goals are to assist Mala to understand the hearts of the customers. I want to share my insights and perceptions to Mala to help him grow professionally. My experience in the nursing sector has made me understand all the struggles and chaos that nurses face, and this gives me the competence of becoming a nursing manager.
I would engage Mala in identifying the goals, skills, and his competencies explained above by challenging him to share what the hospital should provide to reap maximum benefit out of him. Further, I would listen to the ideas and thoughts of Mala so as to know his competency level and project what the coaching initiative will assist him in his future profession.
Mala’s coaching needs have been identified through a value assessment: resilience, risk taking, collaboration, and excellence. Mala is a compassionate, kind, focused, ambitious, honest, and a good communicator and these attributes give him sufficient strength to attend this coaching initiative. However, he exhibited fear due to the continued pattern of fearing failure and rejection in the hospital which he has now shown sustainable growth and development.
To make Mala a nurse leader, I used a management guide to envisioning Mala’s management style and interventions that would be useful in helping him achieve the above-identified goals (Joo, Sushko, & McLean, 2012). Through this guide, Mala realized that he aspired to promote visionary changes for the hospital’s management system. Mala noted that he could make an excellent Democratic leader due to his creativity, ability to consult, focus, commitment, and the desire to offer quality service to the clients.
Mala and I had to remain focused for every appointment. Overall, we were expected to show hard work and perseverance as well as seeking clarity for every reassessment to get undertaken in the coaching initiative. For me, I held Mala accountable for goals and outcomes of the coaching process. Mala and I expect to attain maximum error fee results of the program, realize better skills and capabilities needed for Mala’s advancement.
I provided Mala with learning opportunities which enabled him to exploit his maximum potential. As a nurse manager, I provided Mala with sufficient supervision that ensured regular assessment and feedback after the coaching process. Also, there was bedside teaching and ward rounds opportunities that helped Mala examine and perform practicals based on guided clues. These opportunities would be approached through modernisation of nursing careers and ensuring feedback mechanisms are viable.
Under the use of regular assessment techniques, my aim is evaluating the progress and performance of Mala while comparing the past records of his experience with the present development (McCarthy & Milner, 2013). Further, the bedside teaching and ward round opportunities are aimed at newfound self-confidence and commitment about carrying outpatient diagnosis with confidence. Furthermore, the objective of both opportunities is to establish a better position in an even better health care setting.
I would clarify the aims of the coaching initiative to Mala, ensure that the goal is real, ensure accountability, provide effective strategizing the action steps, and celebrate every step (Kim, Egan, Kim, & Kim, 2013). Also, I would apply the strategy of systematic controls, understanding the capabilities of Mala, and transforming his present abilities to sustainable excellence in health care systems. These procedures will ensure that Mala encompasses bright accomplishments as well as stirring soul revelations to the trainee.
The coaching intervention brings an opportunity for the nurse leader to understand the needs of the trainee (Cox, Bachkirova, & Clutterbuck, 2014). Other than career success, Mala has realized personal success in his adventure to spend extra time on developing her well-being as well as resolving his financial constraints. Reflecting on my leadership and coaching experience in numerous heath center fields, I have designed coaching questions so as to ensure that all learning opportunities and interventions get applied as required. These four questions are as below:
I used other additional development opportunities to address the stated and targeted coaching goals. These included enrollment to formal workshops, attending local coaching conferences, research conducting, and keeping phase with new development technologies in the health sector (Hagen, 2012). These professional development opportunities helped Mala and me in realizing the intended coaching objectives.
I used self-observation method in assessing the effectiveness of the coaching program that I administered to Mala. Mala was able to honor his professional ethics and values and desired to get transformed and get able to sustain an excellence culture in the health care field (Ellisen, 2011). Coaching Mala was an exciting pleasure; he showed excellent communication and listening skills. He is truly a shaker who in future would shake the bar for all nurse leaders.
From self-observation method, Mala has learned that leading from the middle is challenging and that financial constraints establish pressure in the health sector. Mala’s coaching journey made her advance in her job performance for I could observe she was never again toxic and unleash her maximum potential as a nurse (Hewitt, 2012). He has advanced to a better position, gained more courage, and created a positive attitude from the experience he had at professional conferences.
After the coaching process, I would administer feedback to Mala by first ensuring that the feedback is real, concrete, and related to his behavior. Second, I would provide him with a timely feedback immediately before the coaching event ceases through advice and positive remarks as well as highlighting his areas of improvement. Three, I will give him the comments in a polite and friendly language especially when responding to his hot-tempered habit. Also, I will focus on areas of improvement where Mala needs to adjust (Manion, 2011). Again, I would explain to him the impact that his excellent professional behavior has to him, myself, the team, patients, and the hospital he works. Finally, I would solicit my feedback by enabling him to know how to handle pressure under hostile working environment through experiences that I have had in the profession.
References
Branham, L. (2012). The 7 hidden reasons employees leave: How to recognize the subtle signs and act before it’s too late. AMACOM Div American Mgmt Assn.
Cox, E., Bachkirova, T., & Clutterbuck, D. A. (Eds.). (2014). The complete handbook of coaching. Sage.
Ellisen, K. (2011). Mentoring smart. Nursing Management, 42(8), 12–16.
Garvey, B., Stokes, P., & Megginson, D. (2014). Coaching and Mentoring: Theory and practice. Sage.
Hagen, M. S. (2012). Managerial coaching: A review of the literature. Performance Improvement Quarterly, 24(4), 17-39.
Hewitt, A. (2012). 2012 Trends in global employee engagement. Aon Corporation. Retrieved August 11, 2013.
Joo, B. K. B., Sushko, J. S., & McLean, G. N. (2012). Multiple faces of coaching: Manager- as-coach, executive coaching, and formal mentoring. Organization Development Journal, 30(1), 19.
Kanefield, A. (2011). Know your strength. Smart Business St. Louis, 4(2), 6. Retrieved from the Walden Library databases.This article provides simple rationale for employing strengths-based leadership in clinical settings.
Kim, S., Egan, T. M., Kim, W., & Kim, J. (2013). The impact of managerial coaching behavior on employee work-related reactions. Journal of Business and Psychology, 28(3), 315-330.
Lussier, R. N., & Hendon, J. R. (2016). Human resource Management: Functions, Applications, & skill development (2nd ed.). Thousand Oaks, CA: Sage Publications. Chapter 7, “Training, Learning, Talent Management, and Development” (pp. 234–274) Chapter 7 explores many types of training that organizations can offer new employees, such as on-the-job training, classroom training, and e-learning. It also highlights career development opportunities for existing employees.
Manion, J. (2011). From management to leadership: Strategies for transforming health care (3rd ed.). San Francisco, CA: Jossey-Bass. Chapter 7, “Coaching and Developing Others” (pp. 283– 349). This chapter compares the roles of leader and coach and explains why some leaders fail to employ effective coaching strategies. The author discusses coaching best practices and reviews in depth one practice, the six-step coaching model.
McCarthy, G., & Milner, J. (2013). Managerial coaching: challenges, opportunities and training. Journal of Management Development, 32(7), 768-779.
Meister, J. C., & Willyerd, K. (2010). Mentoring Millennials. Harvard Business Review, 88(5), 68–72. New section id=”discussion”
Phillips, R. (2013). Coaching for higher performance. Employee Counseling Today.
Retrieved from the Walden Library databases. The author of this article uses an authentic coaching example to explain the stages of the coaching process. The author identifies coaching strategies as well as general feelings both the coach and the nurse might experience.
Tyra, S. (2008). Coaching nurses: A real example of a real difference. Creative Nursing, 14(3), 111–115.
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