Seite - 21 - in Coaching im digitalen Wandel

The challenges of coaching and mentoring 21 reasons for poor quality coaching in the US particularly is that inexperienced coaches lacking intuitive competence rely on telephone coaching.) Among the growing area of virtual coaching is teacher training. The coach observes the teacher virtually in the classroom and is able to intervene with feedback (for example, by making a comment through an earpiece the teacher is wearing), making comments and suggestions in a running commentary (Rock, Zigmond, Gregg, & Gable, 2011). Fortunately, the wide choice of media now available enables dyads to employ a mix of media best suited to their needs. While we lack empirical data on how coaches and mentors manage multi-media relationships, it would appear that this is commonplace, if not the norm. Among the existing and emerging challenges for time and space related tech- nologies in coaching and mentoring are: Ȥ Confidentiality. Many mentoring programmes within corporations encour- age (or even require) participants to use designated platforms. Even if these are secure, they may be monitored by parties outside the mentoring dyads. Ȥ Data overload. The problem of over-rich communication highlighted in phys- ically face-to-face conversations is now emerging into virtual coaching and mentoring. As meeting platforms offer more and more functionality, such as document sharing, these enhancements can become distractions, leading conversations to become derailed and less purposeful. Ȥ Shallow conversations. There is increasing confusion between genuine coach- ing or mentoring and FKT (Fast Knowledge Transfer), which links employ- ees with a subject matter expert, for a specific and immediate transfer of knowledge. While these interactions may be valuable, they are transactions, not relationships, there is no continuous learning and no substantial way to connect the conversation to the learner’s wider goals and »becoming«. These challenges are not likely to diminish soon. What does the future hold in this context? As global bandwidth problems become resolved, we can expect distance coaching and mentoring to be enriched with holographic projection. This will allow coach and client to see each other as if they were in the same room and, at least in theory, result in more natural conversations, with the ability to observe body language. We do not yet know how well intuition will work in this environment. A challenge will be achiev- ing sufficient consistency to make the projected images real. Other options we can predict will be for participants to project not themselves, but an idealised avatar of themselves. Open-Access-Publikation im Sinne der CC-Lizenz BY-NC-ND 4.0