Coaching and Mentoring Skill Building

8/7/2019 Coaching and Mentoring Skill Building

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A five day course conducted to:

Course Director Mr. Abdulkhaliq Ali Khalil

Pg in HRM & Project Planning

Bradford University

Undisclosed Client



COACHINGBusiness Definition

Developmental Roles

Coaching and Mentoring

Difference between Coaching and Mentoring

The Four C¶s of CoachingBeneficiaries of Coaching

Awareness and Responsibilities

Characteristics of Successful Coaches

Critical Factors to Coaching

The Coaching Process

Needs for CoachingAreas of Coaching

Psychic Stages of Coaching

The GRW Model



Teacher - Trainer

� Shares knowledge and skills

Counsellor

� Provides space to ventilate feelings, helps resolve personal &

interpersonal issues & advicesCoach

� Works on job performance/skills, analyses & judges according toset norms & values

Mentor

� Identifies learning objectives, supports, encourages & helps toprogress, and deal with obstacles/problems

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` Mentoring, in its traditional sense, enables an

individual to follow in the path of an older and

wiser colleague who can pass on knowledge,

experience and open doors to otherwise out-of-reach opportunities.

` Coaching is not performed on the basis that the

coach has direct experience of their client¶s formal

occupational role unless the coaching is specificand skills focused.

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Mentoring

` Broad

` long-term

` level-distant

` cross-functional

` providing guidance

Coaching

` Job specific

` Short-term` Level-close

` Same-unction

` Giving advice

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Mentors

` Nurture whole person

` Draw forth untappedtalent

` Encourage & Inspire

` Guide from the heart

` Accelerate learning &empowerment

Coaches

` Provide job coaching

` Focus on job skills

` Groom for a particular

position

` Evaluate performance

` Reward job learning

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The main reasons why organizations need coaching

and mentoring activities are:

` To maximize knowledge transfer

` To increase the skill levels

` For succession planning

` For building leadership

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Confidence

Control

Concentration

Commitment



` The coach/mentor

` The employee

` The department

` The organization

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` Benefits to the Coach / Mentor:Job Satisfaction

Further development of own skill level

Involvement in strategic activity

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` Benefits to the employee: Development of skill level

Acquirement of further skills and knowledge Improvement of morale and enforcement of commitment

Solving performance problems and conflict management

Help gain confidence and be more assertive

Aid specialization programs and technology transfer

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` Benefits to the department:

Create needed harmonic performance by helping closethe gaps and feeding the team with needed skills and

knowledge.

Improve department performance by incubating star

performers

Help support introduction of new processes and

technology transfers.

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` Benefits to the organization:

Support strategic thinking and planning Create job satisfaction

Involvement in strategic activity

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Motivates staff ± empowers employees

Hones communication skills

Counsels staff ± stops problem situations

Exercises good judgment

Utilizes available talent



(1) Context:

` What are we coaching?

` In what context is coaching done?

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(2) Outcome:

` does it matter to the individual?` Does it matter to the organization?

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STAGE ONE

Gain

understanding

and

acceptance STAGE TWO

Motivate for

Actions

STAGE THREE

Support the

Plan

STAGE FOUR

Review and

maintain

momentum

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` Change in Know-how

` Change in Knowledge

` Change in Attitude

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` Leadership

` Planning

` Communication

` Organization` Problem Solving

` People management

` Motivation, and

` Lots and lots of accumulated experience in the

field coached

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` Incredibility

` Inferiority

` Overcrowding` Uncertainty

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` The coach should have a close and personal

relationship with proteges.

` The coach exert high effort to build rapport with all

proteges.` Closed meetings/ personal encounters.

` One-on-one evaluation and reruns.

` Lots of VAK feedback and revisiting.

` Tons of loving and caring. The coach can hug, andhe can kick in the shin.

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` Willing to learn

` Able to accept feedback

` Willing to ³stretch´

` Able to identify goals

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` Boosted learning

` Valuable direction

` Gaps filled in` Doors opened

` Different perspective

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12

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Facade

Hidden Blind

OpenI know

I don¶t

They knowThey don¶t



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Facade

HiddenBlind

OpenI know

I don¶t

They knowThey don¶t



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` G ± Goals = agree on coaching aims

` R ± Reality = address real issues

` O ± Options = identify & evaluateapproaches available

` W ± Will = help person to work out how learning

will be applied

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` G ± GOAL: What do you want?

` R ± REALITY: What is happening now?

` O ± OPTIONS: What could you do?

` W ± WILL: What will you do?

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MentoringThe Roles of a Mentor

Benefits of Mentoring

Effective Mentors

Stages of the Mentoring Process

The Expectation Agreement

Mentoring and Teaching

The Perils of Mentoring

Ways of Mentoring

Joy and Rewards of Mentoring

Mentor Training Program

Management ResponsibilitiesEvaluation of Mentor Program

Preparing a Final Report

Exercise



` An unstructured association between an

experienced person and one less experienced that

assists the junior person in extracting more value

from experience` A ³mentor´ is an experienced, thoughtful, caring

person who passes on lessons of experience to

someone less experienced

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` A loyal friend, confidant and advisor

` A teacher , guide, coach and role model

` Entrusted with care advancement of another

` has knowledge and advanced or expert status, attracted to, and nurtures a person of talent and

ability

` Willing to give away what he knows in a non-

competitive way` Represents skill, knowledge, virtue and

accomplishment

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` Encourages knowledge sharing

` Both parties Develop

` Encourages teamwork

` Addresses specific issues or skills

` Supplements on-the-job training

` Promotes leadership development

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` Pass on successes

`

Practice interpersonal & management skills` Become recognized

` Expand their horizons

` Gain more than the protege does

Continued«

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Exposure to new and different thinking styles, knowledge andperspectives

Honing own leadership skills

Occasion to reflect on important issues, own skills and workpractices

Access to corporate information Added incentive for staying aware of current issues in the field

Personal satisfaction in sharing experiences

Pride in mentee's accomplishment

Recognition by peers

Increased self worth through contributions to profession and

organization

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Guidance and encouragement ( or challenge )

Exposure to the decision-making and leadership styles of seniors

Access to organizational knowledge and networking opportunities

Expanded knowledge of skills and practices

Increased sense of safety while learning

More focused development

Higher visibility

Effective Sounding board for venting emotions, views and feelings

Individualized learning - one on one

Increased access to challenging opportunities and responsibilities

More Career resilience Opportunity to discuss issues with a respected practitioner

Honest and constructive feedback

Increased self-confidence and heightened career aspirations

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` It is a relationship where an experienced person

assists the junior level employees to become

potential managers of tomorrow

` The mentor also facilitates career developmentand psycho-social development by providing a

vehicle for accomplishing the development task

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Employees with broader perspectives

Commitment to developing & retaining leaders

Provide support to isolated individuals

from trainees to Board of Directors

Transfer of knowledge and Sharing of values Motivating and effective workplace

Promote and support cultural changes

Safety valve for changing environments

Facilitates socialization into organization

Provide support for use of new technologies

Facilitate better communication between different

functions / management tiers

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` welcome newcomers into the profession and take a personalinterest in their career development and well-being

` want to share knowledge, materials, skill and experience with those

they mentor

` offer support, challenge, patience and enthusiasm while they guide

others to new levels of competence` point the way and represent tangible evidence of what one can

become

` expose the recipients of their mentoring to new ideas, perspectives

and standards, and to the values and norms of the profession

`

are more expert in terms of knowledge but view themselves asequal to those they mentor

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` Have significant knowledge of their field

` Demonstrate high skills in their field

` They earned respect of their colleagues

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` Stage One:

The mentor and recipient become acquainted and

informally clarify their common interests, shared

values and professional goals.

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` Stage 2:

The mentor and recipient communicate initial

expectations and agree upon some common

procedures and expectations as a starting point.

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` Stage 3:Gradually,

needs are fulfilled. Objectives are met.Professional growth takes place. New challenges

are presented and achieved.

This stage

may last for months or years.

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` Stage 4:

The mentor and recipient redefine their

relationship as colleagues, peers, partners and/or

friends.

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` The frequency of contact, the availability and the accessibility of the

mentor and recipient.

` The amount and kind of support that are needed by the recipient or

that can be provided by the mentor.

` The various roles the mentor finds comfortable: listener , supporter ,

advisor , guide, counselor , role model, friend, nurturer or resource in

the background. Etc.

` The range of roles the recipient will find natural: listener , observer ,

initiator of requests for help or guidance, need for nurture or

autonomy, self-expectations as peer or co-equal. Many other roles

might be communicated.

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PHASE DEFINITION TURNINGPOINT

INITIATIONINITIATION Six month to a year Fantasies become concrete

expectation

CULTIVATIONCULTIVATION Period of two to five years Opportunities and

relationship becomes moremeaningful .

SEPERATIONSEPERATION - Significant change in the

relationship

- Emotional experience in the

relationship

Wants to put learning into

practice

RERE--DEFINITIONDEFINITION In definite period after the

separation

Stresses of separation

diminish and new

relationships are formed45



Degree of eagerness to have a mentoring relationship

Similarity in personal styles:

gregarious, animated, spontaneous,

vs. low-key, retiring, reflective

Similarity of expected professional

assignments and responsibilities

Similarity in preference

for nurture vs. autonomy

when establishing expectations for

support

Academic preparation

Courses, Majors, alma mater, and

previous experience

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` The best mentoring is on one-to-one basis where neither partythinks of himself as a mentor (or recipient.

` Enthusiasm is difficult to infuse or train. If a teacher is good, he willhave fun teaching others.

` Teaching comes naturally, mentoring does too.` The majority of mentor teachers expressed that training would be

helpful.` Very few people are 'natural' mentors. Training is valuable,

especially to have others share what works for them.` The personality for mentoring-that nurturing personality-comes

naturally, but the nurturing quality is focused by training.` Mentors need training so that they can feel more confident about

helping others.

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` Making the initial contact and building trust. Sharingmy ideas at first....I don't want to sound like a know-it-all even when I am asked for help.

` Overcoming my hesitation to tell (the recipient) that he

is wrong and to suggest alternatives. I feel like I amoffending him.

` When do you stop correcting and advising? When doeshelping become hurting?

` Rejection, I offered help at her convenience but myhelp wasn't wanted.... It's hard to help people.` Working with someone for a whole year and then

finding that he can't make it.

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( 1 ) Sharing Expertise

( 2 ) Communicating Support and Challenge

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Duties:1. Find out how you can be the most helpful2. Team up during orientation week to meet for discussion and work

sessions.3. Discuss goals annually/monthly and objectives for sessions.

4. Describe various climates and environments you have observedor created and how these variations worked out.

5. Share catalogs for ordering instructional materials/equipment.6. Show how you organize your work on timely basis.7. Share your ideas with your protege.8. Talk about how and where to anticipate staff errors and

misconceptions.

9. Describe alternative strategies that are successful for mentoring where

staff have diverse or conflicting needs.

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1. How do I perceive my roles as mentor?

2. How do I understand the recipient's expectations for our mentoring

relationship?

3. Is my verbal/nonverbal communication effective?

4. What is my objective in this specific conversation or message?

5. Does my delivery mode (face-to-face, phone, written) fit my purpose?6. Am I too formal or informal for the purpose of this communication?

7. What assumptions have I made or shared in this communication?

8. What kind of response do I expect from the recipient?

9. Am I prepared for a very different kind of response?

10. Have I given him enough time to respond, ask questions for clarification?

11. If I think I have been misunderstood, can I clarify and paraphrase?

12. Am I willing to set aside my own agenda to listen at any time?

13. How should I react to further our mentoring relationship?

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` A nod of the head, a smile, or a wink at a tense moment.

` A compliment, a pat on the back, or a hug after a challenge has been

met.

` A coffee break or lunch together at a time when the mentee needs to

talk.

` An opportunity to spend an evening together reviewing the results of a

task or planning for the next one.

` Information about ways to gain the support of key individuals.

` Suggestions for acquiring scarce resources.

` An invitation to a weekend barbecue or small get-together with other

colleagues.

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` Seeing the excitement and enthusiasm of others

` Achieving objectives through mentoring

` Cloning expertise and successful achievements

` Being needed and appreciated

` Enjoying the creative thinking of others

` The joy of lifting people from trouble

` Improved communication at work

` Understanding others more clearly

` All win, All are happy.

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` Orientation and Reception

` Personnel Introduction

` Common Expectations In Mentor Relationship

` Methods of Mentoring

` Redefining the relationship

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` Moving the mentor program forward in a positive

direction

` Providing opportunities for mentors to share their

experiences and their views about theeffectiveness of the mentor program

` Providing opportunities for recipients of mentoring

to share their views about the effectiveness of the

mentoring program` Addressing any problems or unmet needs that

emerge during the course of the year.

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The program background information includes a descriptionof:

` Participants (number and professional standing)

`

Overview of the training and other services provided` A timeline and highlights of events throughout the program's

duration

` The resources (time, fixed costs, unexpected costs, etc. )

required to operate the program

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The evaluator is expected to prepare a written report

which summarizes the following:

` Feedback from the participants, analyzed and compared

to the evaluator¶s own expectations considering all

resources and constraints.

` Problems or concerns about the program, and

` Recommendations or decisions regarding the continuation

of the program.

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` Michael is not being proactive about his new assignment.You believe that he should be doing better regarding hisattitude and his productivity.

` A new process is introduced to improve the efficiency levelof plant maintenance report system.

` The company is contemplating a long term program toqualify four of their junior employees to take the role of leading four of their affiliates in Europe and East Asia.

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` Connor and Pokora, Coaching and Mentoring at Work; developing

effective practice, 2007

` Garvey, Stokes, and Megginson, Coaching and Mentoring; Theory

and Practice, 2008.

` Parsloe and Jamieson, Coaching and Mentoring; practical methods

to improve learning, 2000.

` Rhodes, Stokes, and Hampton,A practical guide to mentoring and

coaching and peer networking, 2004.

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Documents

Coaching and Mentoring Skill Building