The coaching programs designed by O.S. China use a methodology based on individual skills and competencies development. This approach helps to improve the performance already demonstrated and to overcome all difficulties that obstacle the full expression of each one’s full potential, working together with the coachee  on his/her behaviors by assigning objectives and targeted feedback.

Our projects are always supported by Giunti O.S. questionnaires (self-administrated before the coaching program starts), so that our programs allows to develop a greater awareness of one’s own distinctive characteristics and to detect strengths and areas to be developed.

The analysis of the coachee’s professional profile can be conducted through the use of tests to assess personality traits, motivational profile, leadership style, emotional intelligence. Base the analysis on scientific models allows to generalize the successful results obtained and  to give value to the coachee’s potential within a specific organizational context, giving him/her the possibility to fully express his/her own talents and facilitating, at the same time, an organizational development process.

The coachee’s development process is linked to specific targets defined after the analysis of the strengths and weaknesses emerged from the tests: starting from the process of awareness growth of the coachee with respect to his/her own personal characteristics, a series of meetings are defined, according to the goal setting (Locke & Latham, 1996; 2006) theory.

The coaching project usually consists of 5 modules and an half-day follow-up, over a period that can go from 2 months to about about 5/6 months.

The typical structure, that is always customized according the peculiarities of the coachee and of the organizational context,  includes: administration of tests for an analysis of the coachee’s individual characteristics; a first meeting between coach and coachee in which are shared the results obtained from the tests, that are a starting point to set and share the entire development plan; the first meeting is followed  by four meetings in which is implemented the development plan designed; after about 2-3 months from the last meeting there is an half-day follow-up, with the aim of monitoring the coachee’s development and supporting him/her to find the best way to  capitalize the learning experience into the specific organizational context.

competencies development

Our idea for developing professional competencies and skills makes use of Development Centers, a methodology aimed at the development of a company’s potential to guarantee a continuous increase process of the degrees of involvement, satisfaction and engagement of the Human Resources.

O.S. China offers Development Centers that are part of development and training paths e are characterized by the use of scientifically based tools, used for self and hetero-assessment, giving the participants important opportunities for self-reflection and development.

This methodology usually involves the participants for 2 full days, combining the classic structure of an Assessment Center (and the same tools/exercises) in day 1 with an half-day training and a feedback about the results of the Assessment in day 2. During this activity assessors and trainer have the double and complex role of observers and facilitators at the same time: they provide not just immediate feedback to the participants, but also models and techniques in order to link the learning experience to their daily work.

Hetero-assessment allows to detect the main characteristics of each person through an external and integrated observation of assessors and trainer. Self-assessment allows, on the other hand, to collect a range of information about the person (hard to observe in hetero-assessment) which add an important value to the process (by assessing and observing self-perception, one’s representation of his/her own characteristics, the conviction to possess certain skills. In addition, self-assessment allows the participants to reflect on their strengths and weaknesses and the assessors to have a different point of view on the person to assess).

With this methodology, therefore, each participant obtains greater self-awareness and at the same time learns and internalizes models, theories and behaviors useful to improve the strengths and act proactively on the weaknesses emerged. The emphasis on development becomes even more pronounced and generates greater accountability in the participants, both in design and implementation of the development plan, whose definition is usually the concluding act of day 2 .