Be a Visionary, Coach, Mentor, Director

Jennifer Mitchell Earley Corporate College HIMSS North America June 13, 2014

@CorpCollege CorporateCollege.com

Performance Objective

At the completion of the 2-hour workshop participants will be able to: •Identify a mentor to aid in their personal development, manage their career by balancing action with reflection, and build their coaching, mentoring, and visionary leadership skills.

Learning Objectives

•Develop a career plan with goals for the future

•Identify the difference between coaching and mentoring

•Find a mentor and understand how to work with one to achieve your career goals

•Use a model to assess the performance potential of your employees and develop appropriate responses

•Identify the characteristics of effective feedback to provide both positive and negative feedback in a coaching situation

Mentoring Relationships

•Mentoring is a relationship between the mentor and the protégé.

•Mentoring is defined as a one-to-one relationship in which an expert or a senior person voluntarily gives time to teach, support, and encourage another.

•Successful mentoring relationships are built around the needs and career goals of the mentee.

Formal vs. Informal Mentoring Relationships

•Formal mentoring programs are offered through a company, professional organization, or program.

•Informal mentoring occurs in a relationship between two people where one gains insight, knowledge, wisdom, friendship, and support from the other.

– Either person may initiate the mentoring relationship, the mentor to help the other, the protégé to gain wisdom from a trusted person.

Identifying Successful Mentor Relationships

•Work in your table group.

•Reflect on the people who have mentored you and the individual who has brought out the best in you.

– What qualities, characteristics, and/or attitudes made this person a great mentor?

– What made the mentoring relationship successful?

•Write your responses on the flipchart.

Career Planning

•Career planning is a process that allows us to visualize our future careers.

•It provides a roadmap to follow in realizing our dreams.

•Prior to establishing a mentoring relationship, take some time to think about your professional goals and develop and career plan.

– Career planning will also give you an opportunity to identify mentorship needs.

Source Wright State University

Components of a Career Plan

•Personal Mission Statement – What motivates me, brings me joy and satisfaction?

– What are my greatest strengths, abilities and traits?

– What are my career motivations in my current position?

•Short Term Goals (1-2 years)

•Long Term Goals (3-5 years)

Components of a Career Plan

•Identify your strengths and developmental opportunities – Identify critical behaviors

• What specifically do I need to model or exhibit in this competency or skill?

– Determine developmental activities

• Assignments, coaching & or formal training, etc.

• Set S.M.A.R.T. actions steps: – specific,

– measurable,

– action-oriented,

– realistic,

– time-bound

Components of a Career Plan

– Determine mentor’s role • Or involvement of others if applicable

– Determine target dates/milestones

– Evaluate results/outcomes • How have I succeeded in adapting my behavior or learning

new skills?

– Provide examples

Create a Career Plan – Part 1

•Work individually to start your career plan. – Personal mission statement

– One short-term goal

– One long-term goal

Create a Career Plan – Part 2

•Work with a partner to review your career plan.

•Brainstorm ways to overcome obstacles and/or create opportunities.

– What skills/competencies will help your partner reach his/her goals?

– What actions can be taken to leverage his/her key strengths and/or address development/opportunity areas?

Career Planning

Tips on Career Planning

•Get to know yourself - take some time to understand your own internally defined “north star”.

•Revisit your plan often - goals, aspirations and jobs may change.

•Be flexible – go where the journey takes you – but be prepared (know that your plan may change).

•Career planning is a continual process. –Assess your career identity, set new learning goals, create new career visions, and celebrate accomplishments as you develop and become more skilled.

Coaching Vs. Mentoring

There are differences between coaching and mentoring: – In relation to purpose, the ways a coach or mentor uses their

experience, and the duration and nature of the relationship.

– But the core skills are similar and often transferable.

Source © 2014 Management Mentors

Coaching Vs. Mentoring- Orientation

• Coaching is task oriented. –The focus is on concrete issues, such as managing more effectively, speaking more articulately, etc. This requires a content expert (coach) who is capable of teaching the coachee how to develop these skills.

•Mentoring is relationship oriented. –It seeks to provide a safe environment where the mentee shares whatever issues affect his or her professional and personal success.

Coaching Vs. Mentoring - Length

• Coaching is short term –Lasts for as long as is needed, depending on the purpose of the coaching relationship.

•Mentoring is always long term –Requires time in which both partners can learn about one another and build a climate of trust that creates an environment in which the mentee can feel secure in sharing the real issues that impact his or her success.

Coaching Vs. Mentoring - Focus

• Coaching is performance driven –The purpose is to improve the individual's performance on the job. This involves either enhancing current skills or acquiring new skills. Once the coachee successfully acquires the skills, the coach is no longer needed.

•Mentoring is development driven –The purpose is to develop the individual not only for the current job, but also for the future. This distinction differentiates the role of the immediate manager and that of the mentor. It also reduces the possibility of creating conflict between the employee's manager and the mentor.

Benefits of Coaching

• Helps employees build skills and independence.

•Increases productivity, the quality of work and the effectiveness of an employee.

•Encourages employees to take more initiative in their professional development.

•Supports creativity, innovation and problem solving.

•Minimizes performance deficiencies.

Source Florida International University

Benefits of Mentoring

•Provides an “insider’s” perspective on navigating a career successfully.

•Holds people accountable and delivers critical feedback.

•Exposes employees to diverse perspectives and experiences.

•Boosts career prospects and opens doors. •Allows for increased self-awareness and self-discipline. •Increases the capacity to translate values and strategies into productive actions.

Source Right Management

Why Find a Mentor?

Mentors are essential to career success, and if you find a mentor that is right for you, the

experience is an informal education

Finding and Selecting a Mentor

1. You admire and respect, who has a good track record and credibility – especially in the field of work you are in or planning to be in.

2. Enjoys a challenge and knows how to challenge you and help you focus your thinking.

3. Has the ability to relate to someone with less skills and experience.

Find a mentor who:

Finding and Selecting a Mentor

4. Makes commitments and follows through – a person that can give you sufficient time.

5. Has a genuine interest in your career and advancement; someone who will be interested in you.

6. You can be yourself with – not putting on a formal façade.

7. Has a good network of influencers and is able to connect you with people you should meet, and/or events to attend.

Finding and Selecting a Mentor

8. Has a good understanding of your organization, or at least your industry and your future potential.

9. Will not offer their own solutions. They will ask useful and interesting questions and engage you in developing your own ideas.

10. Has high standards, values and attributes – for example a good listener, open and honest communicator, etc. This person should value learning and help you experiment in a safe environment.

The Mentor

• Is a wise and trusted counselor. His/her knowledge, experience, and skills helps the mentor to provide guidance, advice, and small amounts of hands-on training to the mentee.

• Steers mentees in the right direction to reach his or her potential.

Mentor Responsibilities

• Provides guidance based on your past experiences.

• Creates a positive developmental relationship and climate for open communication.

• Identifies problems and guides you toward solutions.

• Leads you through the problem solving process.

Mentor Responsibilities

• Assigns “homework” if applicable.

• Refers you to others when they don’t have the answer.

• Solicits feedback from you.

• Is careful not to do your job for you.

The Mentee

• Is the student who absorbs the mentor’s knowledge and has the ambition and desire to know what to do with this knowledge.

• Is the "gauge" to measure how interactive the connection between the two will be.

• Determines the capacity of the mentoring connection. • Decides the amount of help and guidance he/she

needs.

Mentee Responsibilities

• Prepares career goals and objectives. • Takes the initiative to ask for feedback.

• Is considerate and respectful of the mentor’s time.

• Returns phone calls promptly and is on time with commitments or meetings.

• Considers all advice or suggestions provided.

Mentee Responsibilities

• Demonstrates that you have followed advice or commitments for action at every opportunity, even if you have modified your plan.

• Expresses appreciation to the mentor for support.

• Prepares to move beyond the mentoring connection, once it has served its purpose and ends on a positive note.

• Follows up after mentoring has ended to keep in touch, to share progress and to express gratitude.

Build a Successful Mentoring Relationship

• Know your needs and be committed.

• Invest and be responsible.

• Be accountable to yourself and others.

• Be selfless and create opportunities for your mentor.

• Make the relationship endless.

Source Canadian Society of Exploration Geophysicists Source “5 Ways to Find Mentors and Make it Matter”, Forbes

Develop a Professional Network Exercise

•Work individually to answer the following questions: 1. How do the people that I associate with add value to my

career? 2. What can I do to meet more people to add to my network? 3. What networking groups can I join to help me create career

success? 4. What additional steps can I take to expand my professional

network?

Develop a Professional Network

•Be proactive. •Invest the time.

–It will not happen overnight, and these relationships are useful for more than just job search assistance.

•Seek guidance, support and wisdom from a professional perspective.

Expand Your Professional Network

•Reinvent the “Meet-and-Greet”.

•Be with the “In Crowd”.

•Take up a cause.

•Work it.

•Reconnect with your past.

Source “5 New Ways to Network (That You Won't Dread)”, Forbes

Performance Potential Model

Performance = Competence + Commitment

Performance Potential Model

•Competence (Skill) – is having the talent, knowledge and skills appropriate for the job. It is made up of:

– Raw talent – that is the strength, intelligence, and ability to perform.

– Requisite amounts of knowledge and skill to perform.

– Knowing how to apply the skills (timing, control, analytical skill) at the right time and place. It is becoming proficient in skills and abilities in order to be effective and efficient in your performance.

Performance Potential Model

•Commitment (Will) – is made up of: attitude, values, and behaviors (drive, loyalty, desire) at the right level of intensity to perform at a high level.

Performance Potential Model

Succeeder

Striver

Maintainer

Struggler

Competent Not competent C

omm

itted

N

ot

Com

mitt

ed

Use the Performance Potential Model

• Succeeder: Provide challenges, projects, career development opportunities, etc. Offer career coaching, mentoring, training. Explore and encourage leadership opportunities.

• Struggler: Identify hidden potential, build trust, and remove identified obstacles. Provide more direction, explain that performance improvement is required. If needed find a more fitting position in the organization.

Use the Performance Potential Model

•Striver: Build skills via training, coaching etc. Confirm and acknowledge potential. Build trust and work to understand obstacles. Explore and agree on ways to utilize and develop potential via fitting tasks. Explain that performance improvement is required. •Maintainer: Engage their hearts and inspire them. Offer opportunities to work on tasks that excite them. Acknowledge effort and contributions. Pair with a mentor. Identify undiscovered passions, and offer new challenges as appropriate.

Feedback

•Leaders are responsible for coaching and mentoring employees to assist them in reaching their goals and achieving optimal performance.

•Ongoing feedback is used to: –reinforce appropriate behavior,

–teach the employee new skills,

–motivate employee to pursue higher levels of performance,

–mentor employees,

–correct performance deficiencies.

C.E.D.A.R. Approach to Feedback

•Clarify the performance that you expect to see from the person

– Define the impact on you, the team, the department, and/or the organization.

•Explain how you think that the person is actually performing

– Make your feedback specific and related to behavior.

– Provide examples.

Developed by Scott Bradbury 2007

C.E.D.A.R. Approach to Feedback

•Discuss the reasons for the differences between the two – Listen to the employee’s perspective.

•Agree on steps to fix the problem – Focus on behavior that the employee can change.

•Review the outcomes

Feedback

How Blind Spots Become Visible

Deliver Effective Feedback – Part 1

•Work with a partner and read the scenario on the PowerPoint.

•One of you will play the role of the manager – Give feedback using the C.E.D.A.R. method.

•One of you will play the role of the nurse – Ensure that the “manager” uses the C.E.D.A.R. method when

delivering feedback.

Scenario #1 - Effective Feedback

Angela Watson wanted to be a nurse her entire life. She trained at Cuyahoga Community College and has been on your team for 6 months. She is a busy lady, Angela works the late night shift in order to care for her 3 small children during the day. Angela enjoys her work and sees herself doing this line of work for the foreseeable future. You believe she has high potential.

Your floor is experiencing a consistently high workload due to multiple admissions and discharges. You observe Angela appearing to be overwhelmed by the task requirements. She is taking too long with each task. None of her teammates have come to offer assistance, so you assume that they are equally busy with their own patients. Angela appears more and more unsure of herself.

Deliver Effective Feedback – Part 2

•Switch Roles; those playing the role of manager will now play the role of the unit manager

•Use the scenario on the PowerPoint

•One of you will play the role of the hospital administrator – Give feedback using the C.E.D.A.R. method.

•One of you will play the role of the unit manager – Ensure your partner uses the C.E.D.A.R. method when

delivering feedback

Scenario #2 - Effective Feedback

You are a hospital administrator and you are responsible for a 60 bed long-term care floor. Patient satisfaction scores are low and becoming worse each quarter. The unit manager, Mike Corrigan has not made changes to address the team’s poor performance despite your two previous coaching conversations regarding needed changes.

You have prepared to spend the day on the floor and want to provide support for the group and specifically Mike. When you arrive at 9:00 a.m., the unit is very busy and there is no evidence of team members working together. You can see this is having a negative impact on patients. You locate Mike and he tells you, "We're not doing teamwork today. The unit is working short, two people called out. I have made the assignments, and we are going to manage things the good old fashioned way.”

Deliver Effective Feedback

•What you say or don’t say and how you say it make an impact on a person’s performance & level of commitment.

–Think about what type of feedback to provide to your people on a day to day basis.

•Focus on a specific situation to provide context of what to change and what to keep the same.

•With the goal of changing behavior and to bring out the best in your entire organization.

Performance Objective

At the completion of the 2-hour workshop participants will be able to: •Identify a mentor to aid in your personal development, manage your career by balancing action with reflection, and build your coaching, mentoring, and visionary leadership skills

Learning Objectives

•Develop a career plan with goals for the future

•Identify the difference between coaching and mentoring

•Find a mentor and understand how to work with one to achieve your career goals

•Use a model to assess the performance potential of your employee and develop appropriate responses

•Identify the characteristics of effective feedback to provide both positive and negative feedback in a coaching situation

What Are Your Plans?

How do you plan to apply what you’ve learned from our time together?

Thank You!

Jennifer Mitchell Earley Corporate College HIMSS North America June 13, 2014

@CorpCollege CorporateCollege.com