Coaching And Mentoring Level 5 Slides Nov 2009Presentation Transcript
ILM LEVEL 5 Certificate in Coaching & Mentoring In Management
Aims, objectives and assignment details
Aims and Objectives
The ILM Level 5 Certificate in Coaching and Mentoring in Management aims to equip practising managers with the knowledge, skills and confidence to perform effectively as coaches or mentors as part of their normal work role.
Understanding how management coaching and mentoring can benefit individuals and organisations
Reviewing own ability as a management coach or mentor
Undertaking management coaching or mentoring in the workplace
Structure your work by using the headings shown in bold when writing up your assessments
The total marks available for each section and the minimum required to pass is shown in brackets on each mandatory assessment
The overall pass mark is 50 marks, but you also have to achieve the minimum marks in each section on the mandatory assessment
Study the assessment criteria shown for each unit carefully and check to see that your work “measures up” before you submit
Whilst you will not be penalised for weak spelling and grammar, you should remember that this may affect the meaning of your document. It is therefore expected that appropriate attention be given to such matters
All material will be kept confidential and secure as far as is reasonably possible
Ensure that you do your own work and do not plagiarise work from others.
Work Based Assignment
Prepare a proposal for a management coaching or mentoring programme and explain how you will ensure best practice in your coaching or mentoring practice
Ensuring best practice
Strategies to overcome barriers
Prepare a business case for using coaching or mentoring in workplace and evaluate
Assess your potential as a management coach or mentor, undertake 12 hours coaching or mentoring, and reflect on your performance
Assess own potential strengths and weaknesses
Planning and undertaking coaching sessions
Reflections on your performance
What is Coaching?
Performance Sports Coaching
Training v Coaching v Mentoring v Counselling
Pull v push
Qualities of a coach
Training v Coaching
The Role of Mentoring
The main role of the mentor is to help the mentee through reviewing learning that takes place at work.
The mentor is expected to:
Foster a self-managed approach to learning
Exploring career options
Providing a positive role model
Listening to their ideas
Agreeing training requirements
Giving praise and encouragement
Helping them think things through for themselves
Identifying development opportunities
Discussing personal issues
What is Mentoring?
Stage 1 - Getting to know each other
Stage 2 - Develop a learning plan
Stage 3 - Supporting your mentee
The Coaching Star
“ A coach is a person who is your friend, someone who really cares about you. A coach is committed to helping you be the best you can be. A coach will challenge you, not let you off the hook. Coaches have knowledge and experience because they've been there before. They aren't any better than the people they are coaching.
In fact, the people they coach may have natural abilities superior to their own. But because a coach has concentrated their power in a particular area for years, they can teach you one or two distinctions that can immediately transform your performance in a matter of moments.
Sometimes coaches can teach you new information, new strategies and skills; they show you how to get measurable results.
“Coaching is supporting individuals to generate the plan and action necessary to achieve their clear goals and empowers them to succeed.
The coach facilitates, provides context, structure and gently pushes – the coachee has all the answers”
What is Coaching?
Performance Improvement Models
Hersey and Blanchard
Direct Coach and support Partner The Coachee does not yet understand the task and what is expected of him. He will be unsure of himself and his ability to perform The Coachee is growing in confidence and is looking for a deeper understanding and recognition for successful performance The Coachee can perform the task successfully on his own. He is self reliant and wants to be trusted and supported when necessary Competence HIGH Self Reliance HIGH LOW
Learning by Reflection
Without reflection learning fails to develop from trial and error (Bateson 1973)
McGregor’s Theory X & Y THEORY X People lazy Need coercing THEORY Y Enjoy responsibility Hard working
Herzberg Hygiene Motivators ACHIEVEMENT Rewards and income Working conditions Inter personal relations Style of supervision Company policy Recognition Achievement The work itself Growth Responsibility Career advancement IRRITATORS
Intimate Zone less than ½ metre Personal Zone ½ metre - 1¼ metre
Listening Exercise Person A is to pick a topic and talk to the others about the topic for a few minutes
Listening Exercise The people B’s are to deliberately match person A’s posture and give eye contact. You are not to listen.
Listening exercise The people C’s are to deliberately mis-match person A’s posture, i.e. to change your posture to the opposite. You are not to give eye contact but must listen.
In their shoes
Talks for a few minutes on a subject they know a bit
Sits with their back to person A or covers their eyes and listens out for tonality and expression. Focus on warmth of the voice, energy levels, enthusiasm, pace, excitedness, sorrow etc and comment at the end on what you really heard.
Sits facing person A and must cover their ears so they can’t hear. Your job is to look for body language and other visual signals to help you hear what is being said
The Great Controversy
You need to think of a topic or issue that is very close to your hearts and one which you believe in wholeheartedly and without doubt. You need to tell person B about your topic within 1 minute. And then you need to listen intently to what they have to say without interrupting.
Listen very carefully to Person A and talk back to them for 3-5 minutes arguing against their point of view.
Rate Person A on his/her listening skills
Level 1 – Internal
Level 2 – Focussed
Level 3 – Global
What Can You Match?
Open Closed Arms folded Legs crossed Bodies turned away Back Forward Leaning forward Pointing towards you Open hands Fully facing you Both feet on ground Leaning back Looking up at ceiling Fiddling
Open Closed Back Forward RESPONSIVE REFLECTIVE FUGITIVE COMBATIVE
What networks do you have?
What’s the value to you of networking?
How do you network?
How much time do you have to network?
Take deep breath
Listen and beware of others
Ask right questions
Ask what you want
Stay in touch
Undertaking Management Coaching or Mentoring in the Workplace
Plan, Do, Review
Learning styles, colour and characteristic
Requirements of job
Self assessment of ability/skills
How often, duration, where
Training Cycle Identify training needs Design training Conduct training Has training worked?
Company Objectives Team & individual objectives Departmental objectives Strategic objectives INDIVIDUALS DEPARTMENTS DIVISIONS
Characteristics Essential Desirable Physical attributes Mental attributes Education and qualifications Experience, training and skill Personality Special circumstances
Characteristics Essential Desirable Physical attributes Good health record Excellent health record Few absences from work Tidy appearance Smart appearance Creates good impression on others No significant disabilities which would affect performance of the job Capable of working for long hours under pressure Mental attributes Top 30% for general intelligence, verbal ability and numerical ability Top 10% for general intelligence, verbal ability and numerical ability Education and qualifications Good general school results with a particular aptitude for English Excellent school results with ‘A’ levels, Baccalauréat or equivalent Certificate or Diploma in Management Membership of Professional body Membership of Institute of Purchasing and Supply Experience, training and skill Five years’ experience in purchasing Ten years’ experience in purchasing Two years’ experience of supervising a small office or section Successful record of supervising qualified staff Good social skills Successful completion of reputable management training course Ability to write good reports and to understand basic financial information Ability to plan, organise, co-ordinate and control work under pressure Personality Career record shows ability to adjust to normal social circumstances Mature and socially well adjusted Able to communicate at all levels Special circumstances Able to work overtime and at weekends Willing to work long hours when required, and to transfer to other locations in Able to travel to suppliers Fully mobile with valid driving licence
Skill or Quality Scale 0 –10 Importance To Me To Company 1 2 3 4 5 6 7 8 9 10
Activist (Experiencers) Thrive on new experiences Open minded Involved Thrive on challenges Theorist (Conceptualisers) Create theories Analysts Rational Require certainty Pragmatist (Experimenters) Keen for new ideas Impatient Practical Keen to see business benefit Reflector (Evaluators) Stand back and ponder Cautious Low profile Listeners HONEY & MUMFORD’S LEARNING STYLES
Sense Do Think Watch
U nified Communications And Collaboration B usiness Intelligence E nterprise Content Management W orkflow S earch B usiness Data Catalog E xtensible UI O pen XML File Formats W ebsite and Security Framework S ecured, Well-Managed Infrastructure Sense Do Think Watch Absorb info Seek meaning Personally involved Experience things Look other perspectives Know facts What do experts think? Research internet Analyse Structured Practical uses Test theories Edit info Hands on experience Solve problems Hidden connections Self discovery Experiment Transfer to the real world Variety Practical uses Test theories Edit info Hands on experience Solve problems Hidden connections Self discovery Experiment Transfer to the real world Variety Know facts What do experts think? Research internet Analyse Structured Practical uses Test theories Edit info Hands on experience Solve problems Hidden connections Self discovery Experiment Transfer to the real world Variety People/social based Absorb info Seek meaning Personally involved Experience things Look other perspectives Know facts What do experts think? Research internet Analyse Structured Reflect alone Practical uses Test theories Edit info Hands on experience Solve problems Nothing fuzzy Hidden connections Self discovery Experiment Transfer to the real world Variety Adapt and change 1 2 3 4 1 4 2 1 4 3 2 1 4
Hook Sell Engage Share Content Practise Do Experiment Perform Apply Why What How If
The Myers Briggs Type Indicator (MBTI) comes from Jungian psychology and was developed by a mother and daughter team in the 1940’s
“ Whatever the circumstances of your life, the understanding of type can make your perceptions clearer, your judgments sounder and your life closer to your heart’s desire”
Isabel Briggs Myers
Let’s classify you
Extroversion - Introversion
Sensing - Intuition
Thinking – Feeling
Judging – Perceiving
Four Temperament Scales 2. Information-Gathering 3. Decision-Making 4. Life Style E xtrovert: With People S ensing: Facts and Data T hinking: Logical, Rational J udging: Systematic, Organized F eeling: Impact on Others I N tuitive: Big Picture I ntrovert: Independent S P ontaneous: Changes Direction 1. Energy Source