Mentoring and coaching skills


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Mentoring and Coaching skills, fundamental principles, practice and processes

Published in: Business, Health & Medicine

Mentoring and coaching skills

  2. 2. 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
  3. 3. INTRODUCTION • THE MILLION-DOLLAR QUESTION: How to initiate, maintain, and nurture effective mentoring relationships for everyone involved?
  4. 4. 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).
  5. 5. DEFINING COACHING • Coaching, is a teaching, training or development process via which an individual is supported while achieving a specific personal or professional result or goal.
  6. 6. 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.
  7. 7. 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
  8. 8. 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
  12. 12. 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
  13. 13. 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
  18. 18. “The best mentors strike a balance between providing Directive and Supportive mentee-directed behaviour and action. “ (Charles Cotter, 2014)
  21. 21. 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
  22. 22. 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
  23. 23. “The initiation phase seems to have two components – rapport-building and direction setting” (David Clutterbuck, 2004)
  24. 24. 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
  25. 25. 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
  26. 26. 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.
  27. 27. TYPES OF COACHING • Personal/Life • Business • Executive • Skills/Task-oriented • Performance-based • Career
  28. 28. 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.
  29. 29. 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
  30. 30. 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.
  31. 31. 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.
  32. 32. GENERIC PERFORMANCE-ORIENTED COACHING APPROACH (MEDICAL ANALOGY) • Diagnosis • Examination • Prescription • Follow-up/check-up
  33. 33. 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.
  35. 35. 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
  36. 36. 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
  37. 37. 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
  38. 38. CONCLUSION • Key points • Summary • Questions
  39. 39. CONTACT DETAILS • Charles Cotter • (+27) 84 562 9446 • • LinkedIn • Twitter: Charles_Cotter