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MENTORING AND COACHING SKILLS CHARLES COTTER 28-29 MAY 2014

Mentoring and coaching skills

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Mentoring and Coaching skills, fundamental principles, practice and processes

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Page 1: Mentoring and coaching skills

MENTORING AND COACHING SKILLS

CHARLES COTTER

28-29 MAY 2014

Page 2: Mentoring and coaching skills

TRAINING PROGRAMME OVERVIEW

• Defining and differentiating between the fundamental concepts – mentoring and coaching

• Building a business case for mentoring (the benefits and value thereof)

• Best practice guidelines for mentoring

• The key roles of the mentoring process

• The 4-step mentoring process

• The different types of coaching

• Performance-based coaching process (positive and corrective feedback)

• The 6-step skills/task-oriented coaching process

Page 3: Mentoring and coaching skills
Page 4: Mentoring and coaching skills

INTRODUCTION

• THE MILLION-DOLLAR QUESTION: How to initiate, maintain, and nurture effective mentoring relationships for everyone involved?

Page 5: Mentoring and coaching skills

DEFINING MENTORING

• Mentoring is a process for the informal transmission of knowledge, social capital and the psychosocial support perceived by the recipient as relevant to work, career, or professional development.

• Mentoring entails informal communication, usually face-to-face and during a sustained period of time, between a person who is perceived to have greater relevant knowledge, wisdom or experience (the mentor) and a person who is perceived to have less (the protégé).

Page 6: Mentoring and coaching skills
Page 8: Mentoring and coaching skills

Mentors focus on the person, their career and support for individual growth and maturity whereas the coach is job-oriented

and performance oriented.

Coaching and mentoring use the same skills and approach, but coaching is short term task-based and mentoring is a longer term

relationship.

Page 9: Mentoring and coaching skills

DIFFERENTIATING BETWEEN MENTORING AND COACHING (CIPD)

Mentoring Coaching

Ongoing relationship that can last for a long period of time Relationship generally has a set duration

Can be more informal and meetings can take place as and when the mentee needs some advice, guidance or support

Generally more structured in nature and meetings are scheduled on a regular basis

More long-term and takes a broader view of the person Short-term (sometimes time-bounded) and focused on specific development areas/issues

Mentor is usually more experienced and qualified than the ‘mentee’. Often a senior person in the organization who can pass on knowledge, experience and open doors to otherwise

out-of-reach opportunities

Coaching is generally not performed on the basis that the coach needs to have direct experience of their client’s formal

occupational role, unless the coaching is specific and skills-focused

Page 10: Mentoring and coaching skills

DIFFERENTIATING BETWEEN MENTORING AND COACHING (CIPD)

Mentoring Coaching

Focus is on career and personal development Focus is generally on development/issues at work

Agenda is set by the mentee, with the mentor providing support and guidance to prepare them for future roles

The agenda is focused on achieving specific, immediate goals

Mentoring resolves more around developing the mentee professional

Coaching revolves more around specific development areas/issues

Page 11: Mentoring and coaching skills

MENTORING AND COACHING: A COMPARISON

Page 12: Mentoring and coaching skills

THE BENEFITS OF MENTORING

Page 13: Mentoring and coaching skills

THE BENEFITS OF MENTORING

Page 14: Mentoring and coaching skills

BEST PRACTICE MENTORING GUIDLEINES

• The value of the mentor-mentee relationship

• Responsible and committed mentee behaviour and actions

• Constructive and nurturing mentor behaviour and actions

• Mentors exhibiting and practicing the right characteristics

Page 15: Mentoring and coaching skills

CHARACTERISTICS OF EFFECTIVE MENTORS

• Integrity

• Show genuine interest in their protégés as a person

• Share their experiences and insights

• Ask open questions to encourage reflection

• Listen be an objective sounding board

• Offer positive (constructive) feedback

• Offer only solicited advice

• Celebrate and acknowledge achievements

Page 16: Mentoring and coaching skills
Page 17: Mentoring and coaching skills

THE KEY ROLES OF MENTORING

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Page 19: Mentoring and coaching skills

MENTOR AND MENTEE RESPONSIBILITIES

Page 20: Mentoring and coaching skills

INFLUENTIAL ROLE OF THE MENTEE’S SUPERVISOR

Page 22: Mentoring and coaching skills
Page 23: Mentoring and coaching skills

“The best mentors strike a balance between providing Directive and Supportive mentee-directed behaviour and

action. “

(Charles Cotter, 2014)

Page 24: Mentoring and coaching skills

THE G-R-O-W MENTORING MODEL

Page 25: Mentoring and coaching skills

MENTORING PROCESS

Page 26: Mentoring and coaching skills

4-PHASE MENTORING PROCESS

• Phase 1: Preparing and Initiation of mentorship

• Phase 2: Negotiating and Contracting the mentorship relationship

• Phase 3: Facilitating learning, advocacy and professional networking

• Phase 4: Closure and Evaluation of the mentoring relationship

Page 27: Mentoring and coaching skills

PHASE 1: PREPARING AND INITIATION OF MENTORSHIP

• Invest time and careful planning to ensure that the mentor and mentee have an open and trusting space in which to explore the best ways to work together.

• In conducting a self-assessment, mentors can explore the following areas:

Exploring their personal motivation to be a mentor Becoming clear about the expectations and role of a mentor Determining readiness to become a mentor

• Preparation:

Staff Workplace environment – physical, psychological and emotional Provision of Information Documentation

Page 28: Mentoring and coaching skills

“The initiation phase seems to have two components – rapport-building and direction setting”

(David Clutterbuck, 2004)

Page 29: Mentoring and coaching skills

PHASE 2: NEGOTIATING AND CONTRACTING THE MENTORSHIP RELATIONSHIP

• Negotiation is the phase of the relationship when mentoring partners reach agreement on:

Learning goals Define the content and process of the relationship

• The development of the Learning Plan

• Conducting the first meeting

Confidentiality Boundaries Meetings Management

Page 30: Mentoring and coaching skills

Phase 3: Facilitating learning, advocacy and professional networking

• Mentors are facilitators of learning and must be resources for learning:

Establish a supportive climate conducive to learning Involve learners in planning how and what they will learn Encourage learners to identify and use a variety of resources to accomplish

their objectives Help learners implement and evaluate their goals and aspirations for the

mentorship

• Advocacy, promotion of mentee’s best interests

• Creating professional networking opportunities

Page 31: Mentoring and coaching skills

PHASE 4: CLOSURE AND EVALUATION OF THE MENTORING RELATIONSHIP

• The final stage/phase indicates that an evaluation of the relationship (reflection) and process should be carried out.

• Mentor and mentee should:

Critically analyse their relationship and how it has developed Identifying the goals that have been achieved and those that haven’t They should reflect on the process, identifying areas where they could have done better

• A good exit strategy and process can answer the following three questions:

Have we followed a helpful approach for reflecting on learning outcomes and discussed a process for integrating what was learned?

Have we decided on a meaningful way to celebrate the successes within the mentorship? Have we had a conversation to redefine our relationship and to acknowledge this transition? Has

our conversation included a focus on talking about whether it will move from a professional mentoring relationship to colleagues, friendship, to staying in contact, etc. and where to go from here?

• Both formative and summative evaluation data are useful for process improvement and reporting results.

Page 32: Mentoring and coaching skills
Page 34: Mentoring and coaching skills

THE PURPOSE AND VALUE OF COACHING

• Coaching often provides positive feedback about employee contributions.

• Regular coaching brings performance issues to an employee's attention when they are minor, and assists the employee to correct them.

• The goal of coaching is to work with the employee to solve performance problems and improve the work of the employee, the team, and the department.

• Coaching offers the vehicle to accelerate employee development towards the achievement of individual and organizational effectiveness.

• The core of coaching is building rapport, asking powerful questions and setting goals.

Page 35: Mentoring and coaching skills
Page 36: Mentoring and coaching skills

GUIDING PRINCIPLES OF EFFECTIVE COACHING

• Strengthen communication between you and the employee

• Help the employee attain performance objectives

• Increase employee motivation and commitment

• Maintain and increase the employee's self-esteem

• Provide support

Page 37: Mentoring and coaching skills
Page 38: Mentoring and coaching skills

ELEMENTS OF AN EFFECTIVE COACHING SESSION

• Coach when you want to focus attention on any specific aspect of the employee's performance.

• Observe the employee's work and solicit feedback from others.

• When performance is successful, take the time to understand why.

• Advise the employee ahead of time on issues to be discussed.

• Discuss alternative solutions.

• Agree on action to be taken.

• Schedule follow-up meeting(s) to measure results.

• Recognize successes and improvements.

• Document key elements of coaching session.

Page 39: Mentoring and coaching skills

BEST PRACTICE COACHING BEHAVIOURS

• Focus on behaviour, not personality.

• Ask the employee for help in problem identification and resolution. Use active listening to show you understand.

• Set specific goals and maintain communication.

• Use reinforcement techniques to shape behaviour.

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Page 41: Mentoring and coaching skills

GENERIC PERFORMANCE-ORIENTED COACHING APPROACH (MEDICAL ANALOGY)

• Diagnosis

• Examination

• Prescription

• Follow-up/check-up

Page 42: Mentoring and coaching skills

STEPS OF A PERFORMANCE-BASED COACHING SESSION (POSITIVE FEEDBACK) • Describe the positive performance result or work habit using specific details.

• Solicit your employee's opinion of the same product or behaviour.

• Ask the employee to identify elements that contributed to success

• Discuss ways in which you and the employee can support continued positive results.

• Reinforce for the employee the value of the work and how it fits in with the mission, vision, values and goals of the work unit or department.

• Show your appreciation of the positive results and your confidence that the employee will continue to perform satisfactorily.

• Document your discussion for the employee's file, as you would all coaching and counseling sessions, noting day, date, time and key elements.

Page 43: Mentoring and coaching skills

CONSTRUCTIVE FEEDBACK (B-E-E-R TECHNIQUE)

• BEHAVIOUR

• EFFECT

• EXPECTATION

• RESULT

Page 44: Mentoring and coaching skills

STEPS OF A PERFORMANCE-BASED COACHING SESSION (CAPABILITY)

• Describe the issue or problem, referring to specific behaviours

• Involve the employee in the problem-solving process

• Discuss causes of the problem

• Identify and write down possible solutions

• Decide on specific actions to be taken by each of you

• Agree on a follow-up date

• Document key elements of the session

Page 45: Mentoring and coaching skills

STEPS OF A PERFORMANCE-BASED COACHING SESSION (CONDUCT)

• Describe in detail the poor work habit observed

• Say why it concerns you. Tie it to the performance standards and goals.

• Ask why it occurred and listen non-judgmentally to the explanation. Describe the need for change and ask for ideas.

• Discuss each idea and offer your help

• Agree on specific actions to be taken and set a specific follow-up date

• Document results from the session

Page 46: Mentoring and coaching skills

STEPS OF THE SKILLS/TASK-ORIENTED COACHING PROCESS

• Step 1: Needs/performance gap analysis

• Step 2: Task analysis and explanation of task requirements

• Step 3: Demonstrating/Presenting the task

• Step 4: Trying out performance

• Step 5: Assessment of learner’s competence

• Step 6: Self Evaluation

Page 47: Mentoring and coaching skills

CONCLUSION

• Key points

• Summary

• Questions

Page 48: Mentoring and coaching skills

CONTACT DETAILS

• Charles Cotter

• (+27) 84 562 9446

[email protected]

• LinkedIn

• Twitter: Charles_Cotter