MENTORING AND COACHING FOR DEVELOPMENT

Overview

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Mentorship

• A mentor is an individual with expertise who can help develop the career of a mentee. The mentor guides, trains, advises, and promotes the career development of the mentee.

• Two types of mentoring functions:– Career– Psychosocial

Mentoring Functions• Career Functions: Help the mentee learn

the ropes and prepare for career advancement.– Coaching– Challenging assignments– Exposure and visibility– Protection

Mentoring Functions• Psychosocial Functions: Help the mentee

develop a sense of competence and clarity of identity.– Role-Modeling– Acceptance and confirmation– Counseling– Friendship

Stages of Mentoring• Initiation Stage• Cultivation Stage• Separation Stage• Redefinition Stage

– Not all stages are beneficial to the mentor or to the mentee.

Advantages of Mentoring• Advantages for the mentee:

– Career advancement– Organizational/professional identification

• Advantages for the mentor:– Career enhancement– “Passing the torch to a new generation”– Learning from mentee – new technologies,

new developments, important features of next generation

Disadvantages of Mentoring• Disadvantages for the mentee:

– Overdependence on the mentor– Micro-management from the mentor– Negative halo from mentor who fails

• Disadvantages for the mentor:– Mentee dependence on mentor– Time, energy commitment to mentee– Negative halo from mentee who fails

ROLE OF MENTOR

• The knowledge, advice, and resources a mentor shares depend on the format and goals of a specific mentoring relationship. A mentor may share with a mentee (or protege) information about his or her own career path, as well as provide guidance, motivation, emotional support, and role modeling.

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Coaching

• Providing guidance, feedback, and direction to ensure successful performance

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The Role of the Coach is to….

• Establish and clarify goals of the session• Develop a plan to accomplish the tasks and

responsibilities• Ensure team members have a clear definition and

understanding of their roles and responsibilities• Align expectations with members of the team• Advise, instruct, and demonstrate desired teamwork

behaviors and skills• Encourage and provide feedback for improvement• Acknowledge and reinforce desired behaviors when

observed

Skills Needed for Effective Coaching & Mentoring

• the ability to listen• questioning skills• a passion for their work and industry• the ability to provide constructive and positive

feedback• planning and decision making skills• the ability to encourage the mentee to set clear

goals.

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• Have a mentor focus

• Have good knowledge of Flinders (or a willingness to find out!)

• Demonstrate honesty, integrity, and both respect and responsibility

• Show effective communication skills

• Are sensitive to how their Mentees are feeling

• Spend time communicating with Mentees

• Strive to be open minded, deal well with diverse individuals

• Are aware that mentees may not ask for help, for many valid reasons

• Are committed and motivated to support their mentees

Successful Mentors

Advice to Potential Mentees

• Get mentors! Internal mentors help with current organizational issues. External mentors help with larger career issues and future organizational moves.

• One mentor is unlikely to fulfill all developmental needs

• Be proactive• Adopt a learning orientation• Set SMART developmental goals

– Specific– Measurable– Attainable

Relevant Time-bound

Role of Mentees• Seek counsel and advice, not a supervisor who

directs actions.• Be aware of potential pitfalls: Overbearing

mentor, mentor exploitation of mentee’s work. Be sensitive to the difference between asking for help/advice from your mentor and demanding favors from your mentor.

• Synthesize lessons learned from all mentors – become your own person.

• Recognize dynamics of relationship.

Advice to Potential Mentors

• Recognize that mentee may be uncomfortable asking for help – break ice by sharing some of your career experiences

• Stay in your zone of expertise/experience• Be clear that mentee sets pace of relationship• Advise, do not manage• Extend mentee’s developmental network – suggest

additional mentors to address unique needs

Role of Mentors• Offer advice that helps mentee develop –

role is NOT to make decisions for mentee or micromanage.

• Train to be efficient. Guidance and advice for one mentee may also be appropriate for another.

• Be aware of potential pitfalls: overdependence of mentee, mentee exploitation of mentor’s influence. Be sensitive to difference between developing a mentee and using a mentee.

• Be aware of dynamics of relationship: Developmental needs may change.

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Seven Steps of Mentoring Program

1. Learn what mentoring is all about2. Discuss keys to successful mentoring3. Have your first meeting4. Continue the partnership5. Have a six month check-up6. Conclude the mentoring partnership7. Consider participating in the Goddard Mentoring

Program

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Step One: Learn What Mentoring Is All About

The mentoring partnership is an agreement between two people sharing experiences and expertise to help with personal and professional growth.

“In it’s simple form it is people helping people grow and develop.”

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Step One: Learn What Mentoring is All About (cont’d)

To learn about mentoring, you need to know:What does it take to be a mentor?What are the mentors responsibilities?What does the mentor get out of it?What are the mentee responsibilities?What does the mentee get out of it?What are the different types of mentoring?

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What Does it Take to Be a Mentor?

DesireTimeReality Check (i.e., in touch with organization

structure)Experience/WisdomIndividual career development plan

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What Are the Mentors’ Responsibilities?

Share organizational insightExpand mentees networkAct as a sounding boardAssist mentee with setting developmental

goalsProvide developmental feedback

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What Does the Mentor Get Out of it?

Pass on successesPractice interpersonal & management skillsExpand their horizonsRecognitionGain more than the mentee does

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What Are the Mentees’ Responsibilities?

Devote time to yourselfWilling to learnAble to accept feedbackWilling to “stretch”Ability to identify goals

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What Does the Mentee Get Out of It?

Listening earValuable insightUnderstandings of strengths and

opportunities for improvementDoors openedDifferent perspective

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What Are the Different Types of Mentoring?

It is important to understand that there are several types of mentoring:–Informal mentoring–Situational mentoring–Supervisory mentoring–Formal facilitated mentoring

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Step Two: Discuss Keys to Successful Mentoring

Establish a mentoring agreementCommit to partnershipDiscuss “no-fault” terminationHave a six month check-upsCreate a mentee development plan

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Step Three: Have Your First Meeting

Schedule a face-to-face meetingDiscuss mentee and mentor expectationsChoose a location free from distractions Discuss when you will meet and how oftenDiscuss when it’s okay to phoneAgree to confidentialityGet to know each other

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Step Four: Continue the Partnership

Mentor will use listening, counseling, coaching, career advising, and goals setting to help mentee make progress on their Career Development Plan Goals

Expand available optionsExplore referral resourcesBuild self-esteemEvaluate each meeting

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Step Five: Have a Six-month Check-up

Describe progress (i.e, what’s working, what’s not working, what do we need to change)

Review Career Development PlanAsk questions

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Reasons to Conclude Mentoring Partnership

If your mentor moves into the same management chain

If your mentor moves into a different directorate

Discomfort in the relationshipIf you grow in your career and the relationship

is no longer valuable

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Characteristics of An Effective Coach

• Competence• Influence• Interpersonal Style• Effective Feedback

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Coaching Competencies

Communication

Communicating InstructionsProviding Feedback

Listening for Understanding

Performance Improvement

Setting Performance GoalsRewarding Improvement

Dealing With FailureAssessing Strengths and

Weaknesses

Relationships

Building Rapport and TrustMotivating Others

Working With Personal IssuesConfronting Difficult Situations

Execution

Responding to RequestsFollowing Through

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The Coach as Motivator

• Help team members see the bridge between:– What they value and desire and…– The task or role for which they are responsible

• Provide specific, timely observations of performance and effectiveness

• Encourage belief in team members’ abilities to succeed• Validate current levels of accomplishment while advocating

greater achievement• Identify potential challenges, pitfalls, and unforeseen

consequences

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Coaches Provide Feedback that is….

• Descriptive and non-evaluative • Meant to improve skills by making team

members aware of what was right or wrong about their task performance

• Considered a development tool used to enhance task performance

• Two way, that is, it allows team members the opportunity to interact and ask questions

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Feedback Should Be….

Well Intentioned:• Feedback gives information, not advice• Effective feedback is meant to help the recipient—it is a gift• It should not be used to “get something off of your chest”• Feedback will not fix what you believe is wrong with another

person

Nonjudgmental:• Do not use terms like “good” or “bad”• The goal of feedback is to help someone understand and accept

the effects of his or her behavior on others– The team member’s decision to change behavior is not part of the

feedback process

Coaching & Mentoring styles

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Styles of Coaching

• There are many different styles of coaching• They can be influenced by personality,

experience, type of sport, age and gender of athletes

• There are three main styles of coaching that are commonly agreed upon– Authoritarian– Democratic– Casual

Authoritarian

• Autocratic• Strict, disciplined• Thoroughly prepared• One way communication• All decisions made by the coach• Often critical and harsh towards those that fail• Winning is vital• Often not a good style for the deep thinker

and sensitive players

Democratic

• Cooperative• People centred• Consultation and shared decisions• Flexibility and creativity• Trust and respect• Accept both praise and constructive criticism• Enjoy success and deal with losses together• Some athletes may view this style as weak or

tend to exploit it

Casual

• Highly relaxed, easy going• Lack of planning and organisation• Coach by instinct• Assists only when advice is sought• May appear to lack real commitment• Can develop independence in the players• Can leave players uncertain of how to train and

improve• Players can feel under valued and unsupported

Mentorship Style

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1. DIRECTED STYLE: "I have expertise in this area and will give you what you need to know to be successful."The Directed Style is most effective at the start of the mentoring relationship when both the mentoree and the relationship itself require strong direction. It's also useful and appropriate to use whenever the mentoree ventures into a new area of accomplishment. In the Directed Style, communication tends to be one sided, with the mentor "directing" the mentoree by doing one or more of the following:sharing personal experienceprescribing a method for successaccessing other resources for the mentoreeproviding a step-by-step approach

A WORD OF CAUTION:Mentors who overuse this style will tend to dominate the conversation and stifle the mentoree's participation. Likewise, mentorees who overly prefer this style may develop a dependency on the mentor and avoid taking risks.

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2. CO-DIRECTED STYLE: "I have the most expertise in this area, and you may have some as well, but you still need my guidance to further develop your competency in this area."The Co-Directed Style is more of a dialogue, with the mentor still dominating the exchange of information but allowing for questions and input from the mentoree. The mentor uses more sion and reasoning than direction but is still the dominant presence in the relationship.

If the relationship is dominated too long by this style, conflict could occur as the mentoree attempts to assume a more active role in the relationship. Use the Co-Directed Style when the mentoree has some experience or knowledge of the issue or when the mentoree is at a point to take some developmental risks and can benefit from guidance.

A WORD OF CAUTION:Mentors who are overly persuasive may curtail the mentoree's development toward independent thinking. Likewise, mentorees who overly prefer this style may avoid contradicting the mentor and thus not engage in honest dialogue that would lead to greater independence.

3. CONSULTING STYLE: "Let's work on this together and come to joint solutions since two heads are better than one and since we both have expertise in this area."The Consulting Style is most effective when the mentoree has achieved knowledge/expertise in the focus area. As the mentoree becomes more independent, the partnership becomes more of a dialogue between peers, reflected by a strong sense of collaboration and consensus building. The prime mover in the discussion switches back and forth between the mentor and the mentoree. Once the teacher and guiding force in the relationship, the mentor's primary role now is to encourage and support the mentoree.

A WORD OF CAUTION:Mentors may be too eager to use this style prior to the mentoree being ready. This is especially true in an environment that fosters team building. Likewise, mentorees may expect to begin here and therefore resist assuming a more passive role warranted by a lack of experience in the area at hand.

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4. SELF-DIRECTED STYLE: "You have the ability to do this; I'm here if you need me."The Self-Directed Style is most appropriate in the latter stages of the mentoring relationship when the mentoree has gained sufficient knowledge and mastery of the subject. Moving to this style is a key indicator that the mentoring relationship has achieved its purpose and the mentoree is ready to move on to another area of mastery or that it's time to end the relationship.

A WORD OF CAUTION:• Mentors may move too early or quickly to this style, expecting all initiative to come from the

mentorees. Likewise, mentorees may already believe they're at this point and disregard the mentors' input.

• The more aware you are of where you're at in the relationship and what communication style is best, the more effective your mentorship will be.

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Coaching Tips

Do…..– Actively monitor and assess team performance– Establish performance goals and expectations– Acknowledge desired teamwork behaviors and skills

through feedback– Coach by example; be a good mentor

Do not…..– Coach from a distance– Coach only to problem solve– Lecture instead of coach

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The Results of Good Coaching Are…

• Defined and understood goals• Aligned expectations between the team leader and

team members • Transfer of knowledge on a “just-in-time” basis• Increased individual motivation and morale• A more adaptive and reactive team• Improved team performance and safer resident care

Coaching & Mentoring Action Plan • A Mentoring Action Plan (MAP) can help build a bridge between where

the mentoree is now to where they want to be in the future. An effective plan addresses developmental areas that are important to the mentoree, produce a concrete result, and most importantly, are manageable in scope.

• Here are some thought-provoking questions for developmental planning: What are the skill(s) you want to develop? ♦ ♦What type of organizational knowledge do you need to develop? ♦What new partnerships and alliances are you hoping to make? ♦ How will you know when you have successfully enhanced this skill? ♦What developmental activities would help you to develop the most?

(Brainstorm a list of possibilities and options.) ♦ Of all the ways you might develop, which are most feasible? ♦ How will you apply your new skill on-the-job?

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Coaching & Mentoring Action Plan

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