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Elderly persons and the supervisors play significant role in the development of the young persons (including workers and mangers) who admire them. Young people develop by building a trusting relationship with their supervisors who nurture, Books for IAS support and guide their subordinates. There is no substitute for such a dyadic relationship for student development. It differs from training mainly in its intensity or relationship and its focus on establishing mutuality and confidentiality. Test series for IAS is the process of helping the student to grow and develop in the skill. Every manager is coaching his student, knowingly or unknowingly, in his day-to-day work-life. An effective manager coach is one who helps his students to become more aware of their strengths and weaknesses and helps them to improve further on the strong points and overcome weaknesses. By the process of mutuality and support, he helps the student to develop, by providing the proper emotional climate. Mutuality involves working together with the student and developing future plans of action for the student’s growth and contribution to the skill. Support involves acceptance of the student as a total person, with his strengths and weaknesses, and encouraging him with warmth. Coaching requires certain interpersonal skills that a manager can acquire easily if he is genuinely interested in developing his subordinates. Coaching skills are important for a manager, particularly at the time of performance review. Good managers, whenever the necessity arises, coach their students in their jobs. Annual performance reviews provide formal opportunities for formal IAS coaching in Delhi. Such a formal coaching process passes through certain stages that are important for the managers to note. The coaching process has the following three phases: rapport building, exploration, and action planning. In the rapport-building phase, a good coach attempts to establish a climate of acceptance, warmth, support, openness and mutuality. He does this by empathizing with the student and his orientations, by listening to his problems and feelings, by communicating his understanding to the student, and by expressing empathy with and genuineness of interest in him. In the exploration phase, the coach attempts to help the student to understand himself and his problem better. He may do this by raising questions to help the student explore his problems and diagnose the problem properly. In the action planning phase, the coach and the student jointly work out or plan specific action steps for the development of the latter. The manager makes commitments to provide the specific support to student for development.
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