• Save
Coaching & mentoring skills (final)2
Upcoming SlideShare
Loading in...5

Coaching & mentoring skills (final)2







Total Views
Views on SlideShare
Embed Views



7 Embeds 29

http://www.weebly.com 10
http://wikiempresa.mx 8
http://v2.wikiempresa.mx 7
https://bb.bw.edu 1
http://pinterest.com 1
http://www.linkedin.com 1
http://v3.wikiempresa.mx 1



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.


15 of 45 Post a comment

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

Coaching & mentoring skills (final)2 Coaching & mentoring skills (final)2 Presentation Transcript

  • COACHING Prepared By: Dr. Ziyad Jawabra ………………… .. 2010
  • WHAT IS COACHING? Definitions, coach’s role, who to coach, benefits, suitable and unsuitable occasions, necessary skills and qualities HELPING SKILLS Helping in context, types of helping skill, differences, caching and instructing, coaching and empowerment A STRUCTURE FOR COACHING C O A CH: Competency, Outcomes, Actions, Checking COACHING SKILLS Building rapport questioning, Observation, listening, matching people’s worlds, helping people change, learning to learn, planning learning, choosing a style, developing trust, giving feedback COACHING OPPORTUNITIES Applying the C O A C H structure relation to yesterday’s actions, today’s opportunities and tomorrow’s plans POTENTIAL PITFALLS How to deal with a variety of problems situations CHECKLIST Checklist of questions, worked example, proforma AND FINALLY Putting in into practice, getting a payoff CONTENTS N.B.
  • Objective COACHING OPPORTUNITIES Applying the C O A C H structure relation to yesterday’s actions, today’s opportunities and tomorrow’s plans COACHING SKILLS Building rapport questioning, Observation, listening, matching people’s worlds, helping people change, learning to learn, planning learning, choosing a style, developing trust, giving feedback
  • DAY 1 ………………………… ... 2010
    • What do the world’s top tennis players, golfers and athletes all have in common?
    • Apart from being successful, and extremely rich, they each have a coach.
    • But why? The coach is there to help them:
    • Build on their successes
    • Work on the details that will sharpen up their skills, and improve their techniques
    • Plan tactics ahead of important events
    • Stay at the top in a very competitive world
    • Teams also can have coaches, where specialist individuals help certain groups or players. Coaches are also common in drama, speech, music; helping people through change as well as developing careers.
    • The dictionary definition of a coach includes:
    WHAT IS COACHING? ‘ a means of transport - a large motor vehicle which carries passengers from one point to another ‘ someone who trains in a particular sport, give people special teaching in order to prepare them for, say an exam’
    • In a business context coaching means improving performance at work, by turning things people do into learning situations, in a planned way, under guidance .
    • The key words are:
    • Improving performance - using a range of learning experiences to bring
    • about improvements
    • Things people do - which becomes opportunities from which all
    • parties can learn
    • Planned - so as to get the most out of the situation
    • Guidance - where the coach transfers knowledge, skills and experience
    • You may have built up the image from sport of a cap-wearing, gum-chewing, harassed-looking coach who typically suffers from the sidelines. Id this what it’s all about?
    • Not really! However, the sports coach:
    • Concentrates on improving performance
    • Is committed to the players
    • Talks of ‘we’ and ‘us’, not ‘you’ and ‘them’
    • Imposes no limits to the performance of individuals and teams
    • Acts as a role model for others to follow
    • Patiently works with individuals on the details of their performance
    • Stands back and lets others take the credit
    • Continuously learns from situations and people
    • These are the same things that
    • managers do when coaching their staff.
    • A coach helps people to perform better than they are currently doing, and develops their skills and confidence over a period of time. Results rarely happen overnight.
    • A coach think and operates in a way that:
    • Lets go rather than wants to be in control
    • Shares knowledge rather than keeps it private
    • Adopts an open style with others by being available
    • Encourages others to go beyond their current levels of abilities
    • Is a partnership
    You cannot teach a man anything, you can only help him find it for himself “ „ WHAT IS COACHING?
    • A coach:
    • Builds up a special relationship where people are treated as equals
    • Learns from failure , or what went wrong, as well as success
    • Gets results by doing rather than simply talking
    • Empower others – by sharing skills and experiences as well as values
    • Plans an on-going relationship rather than a one-off event
    • Coaching is the key to creating a more open organisation, one that values people – their skills, ideas and contribution – and genuinely seeks to empower individuals. To be effective coaching must happen at every level in organisation.
    • The pace of change requires managers to produce results quicker than before
    • Traditional ways of achieving this, eg: keeping control of everything and passing out instructions, no longer work in today’s world
    • People want more from their work
    • - it’s the responsibility of managers to ensure that work, therefore, becomes
    • more rewarding and fulfilling
    • Today’s managers have to manage the paradox of time
    • - to create more time they will have to invest more time in their people; there
    • is no other way
    • To invest in people effectively, the manager
    • - must have a fundamental belief that people can achieve whatever they believe
    • is achievable (The first rule of coaching)
    • - needs to continually raise that level of belief (The second rule of coaching)
    • A whole variety of people at work are suitable candidates for coaching.
    • New Starters
    • Use coaching to complement a range of techniques, such as instructing, course and working alongside others, to give people the basic skills to do the job.
    • Current employees
    • Look at those, individuals or teams, who you want to encourage to improve their existing performance, do more or realise their potential.
    • People you want to develop
    • Suitable courses aren’t always available, or necessary; it’s often far easier to coach.
    • Don’t forget that you can also coach people more senior than you.
    • As an individual being coached, you:
    • Gain from those you know and trust
    • Learn at your own pace and from a one-to-one relationship
    • Have an input over what and ho w you learn
    • Develop the skills needed for your present as well as future jobs
    • Can use the experience of those who have done it before and have learnt from their mistakes
    • Will not be shown up and embarrassed if you make a blunder
    • Can transfer the learning to situations you are facing
    • Never stop learning and developing
    FOR THE INDIVIDUAL ‘ ’ Learning is a treasure that follows it s owner everywhere WHAT IS COACHING?
    • As team benefits by:
    • Becoming clear about the goals it has to achieve
    • Focusing people in the right direction
    • Raising the skill levels of the team members
    • The coach gains:
    • By developing close relationships
    • Through discovering new ways of helping
    • people
    • From the feedback received
    • By Seeing people grow
    • The organisation gains by:
    • Bringing individuals closer together and sharing knowledge, skills and experiences, so that all parties learn
    • Making the most of work-related opportunities to learn from real situations
    • Saving time spent away from work whilst attending course or workshops
    • Aiding the transfer of learning to the work situation
    • Providing cost-effective ways of developing people
    • Promoting a climate of continuous learning, support and ownership
    • Improving the quality of work
    • Improve people and their productivity and you will improve your bottom line.
    • You may have formed the impression that you can only coach at certain times, eg:
    • - through setting objectives
    • - when delegating
    • - by working with new staff, etc.
    • Whilst these are correct, coaching is not only restricted to managers or to work situations. Anyone can coach, eg:
    • - formally, such as at an appraisal
    • - informally, on an ad hoc basis
    • - colleagues, your boss, team members, peers, people in other parts of the organisation, outside it and even within your own family
    • - with individuals or groups of people
    • You can coach people by passing on your knowledge and skills, as well as by helping them to realise their potential, and improve their skills.
    • It’s not about how long you spend with people but how well you spend that time.
    • You have an opportunity to coach whenever:
    • - you are asked how to do something
    • - your advice is sought by others
    • - one of your staff says that they cannot do a particular job
    • - your opinion is asked for or a decision required
    • - you see a job or task that could be done quicker, better or cheaper
    • - mistakes are made.
    • In fact, any situation where you want people to raise their current levels of skills, abilities and overall performance.
    • Coaching always involves guidance and feedback; focuses on how to perform a skill or solve a problem’ and can be planned but more often is ad hoc and ‘on the spot’.
    • Coaching is not suitable:
    • In an emergency that calls for action
    • (but ensure you talk about it afterwards and the lessons learnt)
    • If people don’t really want to be coached
    • When change is being forced through an organisation
    • In formal disciplinary situations
    • No! Especially:
    • In an environment where people are told what to do, given little freedom of choice and punished for their mistakes
    • In an atmosphere that relies upon fear
    • If the relationship between the coach and the other person(s) is not good (by itself coaching will not make a poor relationship better)
    • When people are forced to learn; as coaching is a two-way process
    • If people don’t believe in it (should your natural style and preference be to tell, then coaching, and the spirit behind it, will sit uncomfortably with you)
    • If you have too many people to manage or supervise
    • Where people are working on different agendas, goals, or disagree about what has to be achieved
    • You don’t have to be an expert. It helps your credibility, though, to know what you’re talking about.
    • Being a good performer doesn’t make you a good coach; top sports men and women don’t always make successful coaches.
    • What you need above all else is the ability to encourage to go beyond their current level of performance.
    • To do this you must:
    • - want to share what you know and your experiences with others
    • - be willing to invest time for the sale of others, and the organisation
    • - believe that people are capable of higher performance
    • - not expect to take credit for improvements in others
    • - enjoy working with people.
    • As a coach you need to be able to:
    • Demonstrate excellent inter-personal skills in the areas of:
    • - building rapport
    • - asking questions/gaining information
    • - giving and receiving feedback
    • - listening
    • - persuading, influencing and encouraging others
    • Observe and correctly interpret what’s happening; before, during and after
    • Help others learn, and continue to learn yourself
    • Think on your feet and tackle situations creatively
    • Help others paint a picture of a higher level of performance
    • Coaching is not only about having skills, but also about having:
    • - confidence in your own abilities and a knowledge of what you can’t do
    • - a genuine affinity for people
    • - a belief in others and a real wish to see them succeed
    • - an ability to take second place and not seek any glory
    • - empathy, to see things from others’ point of view
    • - sensitivity , especially knowing when to step in and when to be quiet
    • - patience and a willingness to make time for people
    • - a sense of humor
    • Having said that we all have the potential to coach, it might not be for everyone.
    • Some people are just not suited to it. They may not see it as their job, lack the basic skills or the desire to help others, they may have excellent technical skills but be lousy with people.
    • Or, they may be under too much pressure to devote the time and energy required.
    • So, if you feel that it’s not for you and that you can’t coach, then ask someone who can. If you’d like to know more , and we hope that you will, then read on.
    • VISION
    • Where does the organisation want to be?
    • What’s important to both it and me ?
    • How are things done around here?
    • JOB ROLE
    • What am I being asked/told to do?
    • What skills do I need to be good at?
    • ACTION
    • What plans do I have in place?
    • How will my progress be monitored?
    HELPING SKILLS HELPING What sources are at hand to keep me on track and help me achieve?
    • Coaching is but one way of helping individuals. What you choose depends on the:
    • Issue: is it about performance or of a personal nature
    • Style/method adopted: whether you tell people what to do, or enable them to work it out themselves.
    Personal issues Performance Enabling Direct HELPING SKILLS
    • Advising - giving opinions or information
    • Instructing - teaching or informing others
    • Counselling - encouraging someone to take responsibility for a problem or for improving a situation (often of a personal nature); in other words, to make decisions for themselves
    • Coaching - a process by which the coach creates relationship with others that make it easier for them to learn; should coaching not work –for whatever reason – then the ‘helper’ may use counselling as a way of getting beneath the ‘problem’
    • Mentoring - helping people to realise their potential; it is usually carried out by someone outside your department and can combine elements of giving advice, counselling and coaching
    • There are some subtle yet important differences between the two.
    HELPING SKILLS When instructing ,you When coaching, you Suitable applications Control the rate of information Allow the learners to be more in control of the pace Helping someone put together a personal development plan Often tell people what to do Guide people, and together work out a solution or method Working with a team to develop new procedures, systems or methods Can be distant and impersonal Rely on the strength of the personal relationship Coaching somebody to deputise or stand in for you Can supply the same information to everyone Tailor your help and style to suit the needs of individuals and/or the group Encouraging a change in someone’s performance Provide the knowledge on how to do things Encourage people to transfer what they learn to a variety of situations Using newly acquired time planning skills both at work and at home
  • COACHING AND INSTRUCTING HELPING SKILLS When instructing ,you When coaching, you Suitable applications Often expect learners to be passive Actively involve those being coached in the process If coaching someone to handle a difficult individual, you would get them play out likely reactions to a variety of approaches May put across one right approach or method to follow Encourage a range of alternative methods to try out Working out/helping plan possible negotiation strategies Try to avoid the learner making mistakes Use mistakes as an opportunity to learn Capturing the learning from a sales call that didn’t go as planned Provide answers to questions Pose problems and discuss the learners‘ Ideas If you’re offering to help someone who is introducing a change Often sit in judgement Encourage others to assess their own progress A weekly review session with an individual who is new to the job
    • Empowerment may be familiar to you. Basically, it involves giving individuals responsibility and authority for making decisions at their own level. It allows those people doing the job to be more in control of what they do and how they do it.
    • It’s base on the belief that problems are best solved by those people actually doing the job. In so doing, it challenges the traditional role of the manager being both the giver of orders and the resolver of problems.
    • Coaching can help the empowerment process by:
    • Encouraging individuals to see opportunities to develop
    • Creating an atmosphere where people want to learn
    • Helping others to ‘shout’, ie: to ask for what they want
    • Coaching is the skill to complement empowerment.
    • ‘ Empowerment within a framework ‘ devised by Mark Brown of Innovation Centre, Europe, involves deciding upon the following areas:
    • ‘ No go’ -where the rules have to be obeyed,
    • eg: confidentiality, safety, etc
    • ‘ Yes, then go’ -things that you can let go but people need to check with you first before tackling them
    • ‘ Go, then inform’ -areas that you are happy to let go, providing that people keep you informed
    • ‘ Go’ -where total empowerment is appropriate
    • Coaching can be used to move people from stage to stage. For example, at a ‘no go’ area tell people why they may not yet have skills or experience, although with time they could. When they reach the ‘go’ areas you say, ‘ don’t ignore me, from time to time tell me how you’re getting on’.
  • Assumptions made
    • Underlying all these helping skills are certain assumptions:
    • We all want to learn (certainly we all need to keep learning)
    • Developing people is part of a manager’s job (this is true and coaching is an effective way of making it happen)
    • Anyone can coach (well, almost everyone)
    • It’s both good and relatively easy to form a close working relationship with people (it’s not impossible but some need more work than others!)
    • People want to be coached (but there are some who, on occasions, still prefer to be told)
  • Points to Remember
    • Coaching is one of many ways of helping people
    • There is a difference between instructing, which is essentially one-way, and coaching where you enter a dialogue with others
    • Empowering your staff is not simply letting them get on with their jobs; you have to be a good coach in order to make it work effectively
  • DAY 2 ………………………… . 2010
    • In simple practical terms, coaching involves four key stages:
    • C ompetency - assessing current level of performance
    • O utcomes - setting outcomes for leaving
    • A ction - agreeing tactics and initiate action
    • CH ecking - giving feedback an make sense of what’s been learnt
    • There are numerous coaching structures and models, each with it’s own merits. Bear in mind, though, that they are for guidance only ad should not be seen as some sort of strait-jacket that will inhibit the coach’s natural inclinations.
    • When an opportunity to coach arises, eg: through request for help or when someone makes mistakes, avoid the quick fix approach the temptation is to jump in and take over, and tell people what to do. But don’t.
    • The first stage of coaching is to find out what people are currently doing or have tried . In other words, what are they competent t doing? You need to do this in order to:
    • Give you a base for starting to coach
    • Influence what you do and the style you use
    • What to do
    • Try asking: ‘Show me what you’ve done’
    • ‘ Tell me what you’ve tried’
    • Key skills are the ability to build rapport, and to get good quality information through skillful questioning, listening and observing.
    • Having found out what a person can do, you need to agree outcomes or goals for the person or team to strive to achieve.
    • The secret for the coach is to create a compelling vision for people to buy into.
    • Outcomes are really objectives. However, all too often objectives – though technically correct – fail to excite and enthuse those on the receiving end. The result is that they get lost somewhere in the organisation’s appraisals system.
    • When setting outcomes you also have an opportunity to change people’s perceptions of themselves. For example, some people may have a view that they just do a job. However, you may see them as part of a team/organisation providing a key service to others.
    • The successful sports coach creates a picture, in the minds of those being coached, of what success will look like.
    • What to do
    • As a coach in business you can do the same by asking person:
    • ‘ What do you really want to achieve?’
    • ‘ What will success look like, what will you see happening, hear yourself saying,
    • feel?’
    • ‘ How worthwhile is that?’
    • ‘ How much does this inspire you?’
    • ‘ How far will it challenge and stretch you? (Is it worth putting energy into?)’
    • It is important that their success doesn’t depend on others and that it fits with the kind of person that they are or want to be.
    • ‘ You see things as they are and say why –but I dream of things that never were and say why not’
    • The action stage is where people have a go and actually do something.
    • To do this both parties have a part to play in:
    • Looking for opportunities to try something
    • Creating situations to practise and experiment
    • Agreeing - what can be done
    • - what authority people will have
    • - what freedom they have to make mistakes
    • (for this reason be careful about activities with safety implications)
    • What to do
    • Set up the action stage by asking questions and exploring options, eg:
    • - ’So what could we do/try?’ -’How might we go about it?’
    • -’What opportunities have we got?’ -’What if we tried…?’
    ‘ Behold the turtle …he makes progress only when he sticks his neck out’ ACTION A STRUCTURE FOR COACHING
    • As a coach you’re trying to help the learner:
    • Check progress against their outcome, ie: how they are doing
    • Make sense of what they have learnt
    • Improve through providing feedback
    • Set higher outcomes if necessary ; some skills are acquired slowly and in stages
    • Have the confidence to do it themselves without needing your help
    • What to do
    • You need to get them thinking; so ask plenty of open questions:
    • - ’How do you feel/how are you getting on?
    • -’What appears to be working?’
    • -’Why do you think that is?’
    • -’What isn’t working? I’ve noticed that you…’( Don’t be afraid to tell people.)
    • -’Why do you think that is?’
    CHECKING ‘ Thinking is hard , which is why so few people do it’ A STRUCTURE FOR COACHING
    • If you are building up a skill in stages then you may need to go back and re-set the outcomes; possibly make them more demanding and raise the standards.
    • Look for opportunities for trying things out. You may need to adjust your style as people become more confident. You will also need to agree a different role for yourself as coach (ie: become more or less involved)
    • What to do
    • Again, use lots of questions, eg:
    • - ‘So where are we?’
    • - ‘What have we learnt so far?’
    • - ‘How do you feel about it ?’
    • - ‘How might we apply this to...?’
    • - ‘What about going on to/trying…(the next stage if appropriate)?’
    • - ‘How confident do you feel?’
    • - ‘What help might you still want?’
    • - ‘What are you going to do now?’
    • Coaching is built on the basis of creating and maintaining friendly relationship (you don’t necessarily have to like people, but it certainly helps).
    • The success of this will depend on the amount of rapport that exists between those involved. Without it there is likely to be suspicion; with it there’s the basis for trust and co-operation.
    • Rapport means getting your behaviour in harmony with others. It assumes that people like people who are like themselves ( it’s very rare that you’ll buy something from a person that you dislike).it is not simply about getting people t like you, but having the flexibility to behave in the same way as others.
    • People in rapport typically ‘match’ one another.
    • What to do
    • When coaching, try:
    • - adopting the same posture and movements
    • - talking in the same tone and speed of voice
    • - mirroring the person’s breathing rate
    • - using the same type of language
    • Don’t make it too obvious, as rapport
    • that works is an unconscious process.
    • You maybe doing it anyway without
    • being aware of it, as it happens quite
    • naturally.
    • Rapport is a powerful form of influencing and a key skill throughout all stages of the coaching sequence.
    • Building rapport is an intrinsic part of NLP (Neuro Linguistic Programming). NLP
    • promotes the idea of matching and pacing (literally going at their speed) as a way of creating and maintaining rapport.
    • When you can match and pace you can lead, so don’t expect others to come to you unless you first go to them.
    • What to do
    • When building rapport with someone, it’s essential that you:
    • - take care to avoid giving body signals showing disapproval of their actions
    • - try to put them at ease
    • - smile and use humour when appropriate
    • - share similar experiences
    • - work to gain their confidence
    • - use first names
    • When coaching you need information to help you find out where the person is coming from, what they have tried and what works.
    • Good information will increase your chances of providing appropriate help. However, you do need to be skilled at asking and using a range of questions.
    • What to do
    • Use open questions to prompt a response and help you build a picture, eg:
    • - ‘What have you tried?’
    • - ‘Why did you do it that way?’
    • - ‘What’s worked … what hasn’t… and why?’
    • - ‘What other ways…?’
    • - ‘How could you…?’
    • Blockbusting
    • When you are looking for more precise information, eg: ‘what exactly have you tried?’
    • Challenging
    • Questions to people who make generalisations, eg:
    • ‘ it always happens’ ‘always?’
    • ‘ it never works’ ‘never?’
    • Testing understanding
    • When you want to establish whether or not an earlier contribution has been understood. eg: ‘ can we just check that we’re talking about the same thing?’
    • Summarising
    • Restating in a compact form what has gone before, eg: ‘ so what you’re saying is that you’ve tried …?’
  • Observation
    • To be a skilled coach you may well have to change the way you look at both people and situations. We have a habit of:
    • Putting individuals in boxes, ie: we form judgements about their
    • abilities, potential and personalities
    • Failing to spot situations where coaching may be appropriate, and
    • failing to match people accordingly
    • Successful coaches open their eyes to all sorts of possibilities.
    ‘ The real art of discovery consist not of finding new land but of seeing it with new eyes’ COACHING SKILLS
    • Observation is a key coaching skill. Observation is very powerful, especially when it brings to people’s notice behaviour that is not normally commented upon.
    • As coach you need to be able to:
    • Spot what’s happening and what’s not
    • Work out specially what people are doing and how/why they do it
    • Feed it back in a way that is constructive and helpful
    • What to do
    • When observing
    • - take in the overall picture; standing back may help, as will seeing it from different viewpoints; literally move around
    • - look out for sequences in which people do things, or for patterns of
    • behaviour
    • - pay attention to any non-verbal signs/cues whilst you’re talking to
    • people or watching them carry out a job and, as a result…
    • - look to see if any patterns of behaviours emerge
    • If as a coach you want to come across as credible, gain people’s respect, encourage them to have confidence in themselves, then you must listen and understand them.
    • Most people aren’t trained to listen. We are all guilty of daily displaying our lack of skills when we:
    • Hear only what we want to hear
    • Fail to put ourselves in other people’s shoes
    • Think we know what people are talking about
    • Listen to the words but miss the ‘music’, ie: emotions behind them
    • ‘ Already listen’, which means that we have made up our minds and
    • only hear what we want to hear
    • All are disastrous mistakes if you want to succeed as a coach.
    • When coaching, you need to listen carefully to what people are telling you about what they have tried and discovered.
    • What to do
    • You can show that you’re doing this by:
    • - paying attention and showing an interest (don’t only listen to the words but try to pick up the emotions behind them)
    • - reflecting back what you think they are saying (remember testing understanding and summarising)
    • - matching the behaviour of the speaker (rapport)
    • - avoiding distractions; don’t look bored
    • - recognising that it’s hard work
    • - keeping your mouth shut and not talking!
    ‘ It is as though he listened and such listening as his enfolds us in a silence in which at last we begin to hear what we are meant to be’ - Lao Tse COACHING SKILLS
    • Each of us represents and describes our world in a unique way. There are three main divisions:
    • Visually, in the form of pictures and images
    • (using words like ‘I see’, ‘I get the picture’, ‘that’s clear to me now ‘)
    • Auditorially, through sounds and the spoken word
    • ( ‘rings a bell’, ‘strikes a chord’, ‘sounds good’)
    • Kinaesthetically by physical or emotional feelings
    • ( ‘feels good’, ‘my gut reaction is’, ‘picked up what you meant’)
    • Communications can break down variety of reasons. However, all too often we use our preferred way of representing the world, and wonder why there are problems!
    • The skilled coach will spot the way people represent their world, critical when setting outcomes, and adjust the approach accordingly.
    • What to do
    • To develop the skill next time you’re having a conversation:
    • - listen to the words that people use
    • - see if a pattern emerges
    • - decide on their main preference
    • (visual, sounds, feeling)
    • - now try to pick up on these signals and adjust your
    • conversation accordingly
    • As a coach we often see potential or abilities in others that they don’t see in themselves. Whilst a lot of our efforts are directed towards encouraging people to have a go, they might say ‘ I can’t do that’. This can prove to be a stumbling block to progress; where do you go from here?
    • Break down what they are saying and think of the implications.
    • ‘ I’ is an identity or a label that they put on themselves. Typical comment could be :
    • - ‘I’ve never been any good at that’
    • - ‘I always make mistakes’
    • What to do
    • Don’t be afraid to challenge words like ‘never’ and ‘always’
    • ‘ can’t’ is a belief that limits their ability to perform (beliefs strengthen and uphold values or what’s important to people). What we value and what we believe determines why we do something.
    • Henry Ford said ‘If you believe you can or can’t do something, you’re right’
    • What to do
    • Ask questions, eg: ‘how do you know that?’
    • ‘ do’ refers to capabilities, in other words how able are they to apply what they know and can do? Often this is influenced by how people
    • see themselves (their identity) as well as what they value and believe.
    • What to do
    • If people say ‘ that will never work here’ try replying ‘but what would happen if it could?’
    • ‘ that’ is about behaviour, in other words what people say and do. Ideally, to encourage people to change, good role models are needed from whom to learn and grow in confidence. Sadly, all too often these are missing.
    • What to do
    • The role of the coach is to encourage people to take on new behaviours. When faced with an objection try saying ‘why not?’
    • When coaching bear in mind that:
    • All the levels influence each other; a shift in one effects what
    • happens below it
    • If you are trying to encourage people to change the way they think about
    • themselves, this will often mean tackling the corresponding values, beliefs
    • and behaviours
    ‘ Don’t let what you can’t do interfere with what you can do’ COACHING SKILLS
    • if coaching is about ‘turning the things people do into learning situations ‘how do you get all parties to learn?
    • Learning is about gaining knowledge or skill by study, experience, or being taught.
    • Learning to learn is about capturing the lessons from everyday experiences, good or bad. Learning the lessons from change, in particular, is a key skill for individuals, teams and organisations.
    • Helping others to learn and learning ourselves is not the same as teaching and being taught.
    • Help people develop their learning skills by:
    • Consciously recognising and looking for everyday opportunities to
    • learn, eg: within the job, by taking on more and working with others
    • Raising its importance within the organisation, eg: include ‘ lessons
    • learnt’ into appraisal discussions and on the agenda of meetings
    • Creating a climate which supports and encourages individuals to
    • learn from each other from things actually happen (this will save you
    • time, money and effort and stop you making the same mistakes)
    • Bearing in mind that you’re not trying to be a teacher, but someone
    • who creates a situation in which others can learn
    • A coach needs to understand that effective learning only happens if people are able to:
    • Involve themselves in actual experiences
    • (an activist learning style where people are prepared to have a go)
    • Stand back, observe and consider what’s happened
    • (a style known as reflector )
    • Create abstract concepts and generalisations as a result
    • ( theorist who try to understand why things are done in a particular way)
    • Actively experiment and try out ideas
    • ( pragmatists who are interested in putting the learning into practice)
    • Often because we learn best in a certain way, we assume that this will also work for other. Similar to ways in which people represent their world, this is not always the case.
    • Few people develop all four styles equally well.
    • Furthermore, research has indicated that we
    • all have preferences for particular styles.
    • However, the role of the coach
    • is to help people through
    • each stage of learning
    • Given our natural preferences,
    • the challenge is to get the:
    • activists - to stand back and make sense of what they have learnt
    • reflectors - to have a go and not simply watch others or engage in discussion
    • theorists - to try things out before being given the change to ask questions
    • pragmatists - to experiment with how to do things prior to being taught techniques or short cuts
  • LEARNING TO LEARN Therefore… we’re all learners, doers and teachers COACHING SKILLS
  • PLANNING LEARNING For people truly to learn, they need to experience all four stages of the learning cycle. This means that you have to find ways of involving people, building in time to encourage them to reflect on what they have learnt. Follow this by providing any necessary explanations and reasons . Finally, link what has been learnt to practical work situations . COACHING SKILLS
    • Any element of learning will include facts to remember, concepts to understand , and skills to develop.
    • To help you coach, remember MUD
    • M emorise facts
    • U nderstand concepts
    • D o or practice skills
    • Help people develop the ability to:
    • M emorise facts – by putting things in order, grouping them together,
    • creating mnemonics
    • U nderstand concepts – by explaining everything that can affect the
    • issue, possible problems and hot to get over them
    • D emonstrate skills – by breaking them down into parts, building them
    • up with practice, going at the learner’s pace and not your own
  • CHOOSING A STYLE At the action stage you are trying to give people the confidence: - to have a go - to discover what works and what doesn’t - to make mistakes and learn from them You have to adopt a style that is suitable both to the situation and person concerned. Use a telling style for those with low knowledge/skill Help and guide those with basic abilities Challenge and guide capable performers Encourage the highly skilled to set new goals A good coach moves up and down the continuum as appropriate. COACHING SKILLS
  • DEVELOPING TRUST Coaching involves an element of risk; sometimes things work, sometimes they don’t. In a coaching relationship, those being coached have to trust that the advice being given and suggestions made are the right ones. The coach, in return, assumes that people will carry out what was agreed. Trust is the basis of any coaching activity. As a coach you are trusted if: - people understand why you are doing things - you are true to your word and honest with yourself and others - you have people’s best interests at heart - you know what you are doing - your methods work and you’re successful - you trust people to be wrong In the action stage trust is particularly important, especially when learning new skill or going outside one’s comfort zones. COACHING SKILLS
    • Ways to develop trust:
    • Be yourself and share your experiences
    • Show that you are open to ideas from those around you and prepared
    • to give them a try
    • Don’t pre-judge people or situations
    • Tell people how you feel
    • Keep to your word; if you say you’re going to do something, then do it
    • Share relevant information when it’s needed
  • GIVING FEEDBACK Feedback is making people aware of what they are doing and the effect that it’s having. It’s a valuable way of learning, especially in a coaching situation where you’re trying to increase the learner’s chances of success. Remember that you can give feedback on what’s working and what is not. The main point is to make it relevant and useful. What to do When giving feedback: - focus on behaviour what you have observed, ‘I saw you doing…’ - describe what you see happening, ‘ I notice that…’, but don’t sit in judgement - share ideas, ‘what if you tried…?’ - explore alternatives, ‘how could you … what other ways … ect’ ‘ It’s a funny thing about life – if you refuse to accept anything but the best you very often get it’ COACHING SKILLS
    • If you fail to give useful feedback an important component of learning is lost.
    • Some simple frameworks that you can use when coaching include:
    • Saying ‘well done….’ (give examples) before adding ‘next time try …..’ (offering
    • suggestions for improvement)
    • Ideas for them to do ‘more of …..and less of ….’
    • Three things you have observed the person doing well and one suggestion
    • Remember
    • Giving feedback is about providing plenty of reassurance and appropriate
    • praise
    • Take care not to demotivate people or revert to simply telling them how to do
    • things
    • Put yourself in their shoes and try to appreciate what they might be feeling
    • and the difficulties they may be having
    • Once they are armed with the feedback, you may very want them to have
    • another go
    • With so many coaches around, how do you know who is any good? Beware when approached by:
    • The smooth talking/sales approach – good coaches don’t push they pull
    • The ‘one side fits all’ method – the person who claims to have the answer
    • for every situation. Good coaches use a range of approaches
    • The person with limited experiences – find out exactly what they’ve done
    • People who make exaggerated claims about what they can do – they need
    • to be challenged
    • Coaches who want to work to their agenda and timescales – they’ve got it
    • completely wrong
    • People you simply don’t like – trust your instinct and decline their offer
  • DAY 3 ………………………… .. 2010
    • When coaching:
    • Remember, it’s never too late to coach on what happened yesterday
    • Use what’s happening today
    • Think about what you want your people to be doing tomorrow
    Yesterday’s Actions Today’s Opportunities Tomorrow’s Plans C ompetency O utcomes A ction CH ecking
    • You need to approach it as someone who want people to succeed, not as a boss or a training and development specialist
    • To be successful you have to demonstrate empathy, in other words get into other people’s worlds (a common mistake is starting off from your own view and trying to get people to be more like ourselves)
    • Coaching is about others, not about you, (yet a lot of management training teaches us to think internally about ourselves, not externally about others)
    • You need to plan what you are going to do; with experience it may come naturally but it can’t initially be spontaneous, so read on for ways of making the most out of coaching situations.
    Before you start any coaching remember that: ‘ When people’s best work is done…people say they did it themselves ’ COACHING OPPORTUNITIES
    • It’s never too late to talk about what happened yesterday by asking:
    • ‘ what did you plan to do/what happened and why?
    • ‘ what did you learn, what might you do differently next time?’
    • Look at what people are doing today as a coaching opportunity:
    • ‘ talk to me through what you are planning to do…’
    • ‘ What could go wrong … how would you handle it … can I make a
    • suggestion?’
    • Encourage people to talk through what they are intending to do tomorrow:
    • ‘ what are you planning to do, how are you going to go about?’
    Yesterday Today Tomorrow COACHING OPPORTUNITIES
    • Look for situations that have already happened, but don’t leave it too long or else the moment will have passed.
    • Examples could be how individuals
    • dealt with particular events, eg:
    • Complaint from a customer
    • Difficult member of staff
    • Meeting that they ran
    • An irate phone call
    • A sales call/opportunity
  • YESTERDAY WHAT TO SAY ‘ Let’s go back to what happened on……’ Competency ‘How did you think it went? Why was that?’ Refer to specific events: ‘What about…? What was your view of that?’ Outcomes ‘What were you trying to do, and why?’ Action Referring to something that went badly: “How could it have been prevented/what could you have done differently?’ Picking up of something that went well: ‘Why do you think that happened? What pleased you about it?’ It’s OK to tell people what they should have done and why. CHecking ‘What did you learn/what were the lessons for the future? What might you do differently next time (to prevent the same things happening again)?’ ‘ How could you build on the good things that you did?’ ‘ Experience is a severe teacher: it tests first and gives the lessons afterwards’ COACHING OPPORTUNITIES
  • Today
    • What you’re doing today provides numerous opportunities to share your experience and coach others, eg:
    • How you organise your day
    • Working through your mail
    • Preparing for a meeting
    • Tackling a problem or business topic
    • Getting things done
  • Today
    • You can also find coaching opportunities in your staff’s work:
    • If someone attends a course, talk to them and work out ways of
    • applying the ideas gained, and skills learnt, back at work
    • If someone is avoiding a difficult phone call or failing to confront
    • poor performance, try running through their approach and what
    • they might say and do.
    • If they are designing a new system, make sure that they are clear
    • about what they have to achieve and explore possible options with
    • them
    • If they are putting together a proposal, help them to think through
    • the advantages and consider how they would overcome any
    • possible objections
  • Today
    • ‘ Let’s have a look at….. or tell me what are you doing today…..’
    • Competency ‘How capable/confident do you feel? Why/how come?’
    • Outcomes ‘ So what is it that you’re trying to do/achieve, and why?’
    • Actions ‘How are you going to do it/show me what you are
    • going to do.’
    • ‘ Let’s run through it together.’
    • CHecking ‘ How useful was that (in giving you what you wanted)?’
    • ‘ So, in conclusion, what are you going to do?’
  • Tomorrow
    • There are jobs that you might be doing regularly that others could do, with the right help and assistance. For example:
    COACHING OPPORTUNITIES Activity Preparation Meeting visitors and showing them around Involve them in the planning, background and arrangements Being part of a working party or committee Look for situations which will broaden their thinking/exposure to others Chairing certain meetings Run through the agenda, and any potentially tricky areas Preparing budget Use last year’s as an example and build up in stages Leading a project They don’t have to be an expert, you can help them with organisational and project management skills Covering for holidays Brief them about what’s happening and any anticipated problems
  • Tomorrow
    • In addition, opportunities may arise which, if they could be organised, provide chances to coach, eg:
    • Job swapping – to gain experience and see things from another viewpoint
    • Secondments – both within your organisation and outside
    • Deputising and standing in for a boss or colleague
    • ‘ Shadowing’ a colleague – to see how they approach situations
    • Preparing a training programme – to see what’s involved
    • Carrying out an appraisal – especially for the first time
    • Keeping a learning log – as part of your job or your studies
    • Being part of an interview panel – to share your judgements with others
    • Organising an event – seeing things through from the original idea to the
      • finished item
  • Tomorrow
    • ‘ An opportunity has risen which I think you could benefit from’
    • Competency ‘ How do you feel about it? What reservations might you have and why?’
    • Outcomes ‘This is what I would like you to do. How do you feel/what are your thoughts/ideas?’
    • Action ‘What could we do to make this happen? What if we did…?
    • CHecking ‘So how do you feel about that?’
    • ‘ In conclusion what we’ve agreed then is to…’
    WHAT TO SAY ‘ Man’s mind once stretched by a new idea never regains its original dimension ’ COACHING OPPORTUNITIES
  • Coaching teams
    • Coaching a team presents a different challenge from simply coaching individuals. For a start, there are more people, each with their own level of skills and needs.
    • In sport, specialist coaches concentrate on certain positions; in business, the coach has to deal with the whole team.
    • Teams have the potential to motivate each other, set their own goals and coach or help themselves. Don’t forget that team members need the same coaching skills as individuals, especially if you want them to influence others’ behaviours.
    • If you can get them to start working for each other and sharing their own experiences in a constructive way for the good of the team, then you have made a breakthrough in team working.
    • With teams there are more factors to consider, yet the same rules apply, eg: asking where we are now, where we want to be, how we can get there, etc.
  • Coaching teams
    • When you are coaching teams you’re demonstrating leadership skills. The techniques you use are the same as with individuals.
    • What to do
    • To get the most from your team as a coach try:
    • - setting team goals, rather than working from individual one or big
    • mission statements
    • - spending time with them over and above any regular meetings to
    • look at how they can work better together
    • - staying in touch with them; there’s no substitute for knowing your people
    • - not imposing any limits on their potential performance; teams can do
    • extraordinary things
    • - being model of the behaviours that you want to encourage in the team.
    • So, if you want respect, commitment, trust, then you must be prepared to
    • demonstrate this. Lead from the front.
  • Self Development
    • Coaching is a great way to bring about other people’s self development:
    • When you are coaching you are more able
    • to help individuals and together come up
    • with a realistic plan
    • Should you not be skilled as a coach, the
    • help you can offer may be limited
    • Paradoxically, if you’re a good coach, you could also be doing yourself out a job by providing people with what they need, and helping them become more confident. Once people understand how they learn, any learning needs less structure and often less from you.
    • 11
  • Coaching Upwards
    • Most managers will see coaching colleagues and staff as an acceptable activity
    • but will have difficulty in doing the same with their boss
    • There is often mindset that the knows better, yet in today’s fast changing
    • world, with flatter structures and cross –functional working, this isn’t always
    • the case
    • Individuals need to break the mindset and view their boss differently and as
    • less of an expert than the may previously have thought
    • To coach upwards, you need all skills already described and, in particular:
    • - know what it is that you want to achieve and why
    • - use your knowledge of the individual and your personal judgement
    • of how best to approach them
    • - make sure that they have confidence in you as credible person
    • - choose your moment…timing is important
  • Measuring the Outcome
    • How do you go about measuring the success of your coaching efforts?
    • To do this you have to:
    • - be clear about what you want the coaching to achieve. This is where setting clear outcomes at the early stage of the coaching process is critical
    • - focus on what the coaching has achieved; in other words, look at the outcome or effect rather than the way that the coaching was carried out.
    • Ask yourself what people have done differently as a result.
    • Finally, get the individual to self-assess, to talk through their own progress and measure themselves against what they set out to do.
  • Misunderstanding
    • You realise that what you think you have said has not been
    • What would help
    • Ask ‘ Can’t I test your understanding of what I’m asking you to do’
    • Break down what you want into ‘bite size chunks’ and go over the
    • subject again
    • What would not
    • Saying what you’ve already said in an aggressive tone
    • Telling the person to pay attention
    • Getting frustrated and walking away
  • Lecturing
    • Half-way through a coaching session you find yourself lecturing/telling
    • What would help
    • If you stopped talking and invited the other person to summarise
    • Asking for a view, opinion or ideas
    • Talking less and asking open questions
    • What would not
    • Carrying on in the same style, when clearly
    • there’s a problem
    • Closing the session at that moment
    • Abruptly asking a closed question: ‘Does that make sense?’
  • Insufficient Time
    • You have a busy schedule and only 30 minutes to coach one of your staff regarding a mistake that was made
    • What would help
    • Allocate 30 minutes and avoid interruptions (phone, etc.)
    • Do it soon after the mistake was made
    • Avoid the other person feel guilty
    • What would not
    • Using the 30 minutes to tell them where they have gone wrong and
    • how to put it right
    • Asking too many questions and running out of time
    • Leaving the session with no agreement
    • You have had several coaching sessions on a particular issue and there is still no change in performance
    • What would help
    • Getting agreement that improvement is still needed
    • Looking at reasons why no change has taken place
    • Going over the topic step by step
    • What would not
    • Ignoring the sessions as if they hadn’t happened
    • Getting angry at the individual
    • Simply walking away in frustration
  • Harping Back
    • Instead of focusing on future performance you find yourself bogged down in the past (history)
    • What would help
    • Making sure that the lessons from the past are clearly identified
    • Showing how the lessons from the past can be linked to the future
    • Every time reference is made to the past, remind people that
    • you’re talking about the future
    • What would not
    • Totally ignoring the past and the lessons learnt
    • Swapping stories about past experiences (going down memory lane)
    • Coming to no conclusions about the future, as a result of your talk
    ‘ Experience is the name men give to their mistakes’ - Oscar Wilde POTENTIAL PITFALLS
  • Reluctance
    • One member of your staff does not want to make presentation to directors. You believe only they can make it and that it will be important for their development.
    • What would help
    • Find out whether the anxiety relates to skills, confidence or content
    • Offer support and encouragement
    • Give them a simple process to follow when presenting
    • Explain why you’d like them to do it, and how it might help develop their
    • skills, confidence and reputation
    • What would not
    • Telling them that it’ll be OK and that everybody gets nervous
    • Assuming that you know why they are reluctant
    • Concentrating on content when skills and confidence are the problems
    • Doing it for them without trying to convince them
  • Planning to Coach
    • Questions ask:
    • ‘ What opportunities have I got in my current role to coach either my staff,
    • peers or boss?’
    • ‘ Why would coaching help me or the situation we’re in, as opposed to simply
    • telling people what to do or ignoring what’s happening?’
    • ‘ Which of my staff would coaching help?’
    • ‘ What specific improvements do I want to see?’
    • ‘ What level of performance is required or are people capable of?’
    • ‘ What actions do I/we need to take?’
    • ‘ What will success look like for us?’
    • ‘ What are the important questions that I need to ask?’
    • ‘ When will I have to be more directive and less questioning?’
    • ‘ How and when we would check progress?’
    • ‘ What might prevent us from succeeding and what would we do?’
    ‘ The harder I work the luckier I become ’ CHECKLIST
  • A Worked Example
    • Taking the earlier example of someone reluctant to make a presentation to the directors, a way of tackling the situation would be as follows:
    • Planning
    • Decide for yourself:
    • What it is that you want them to do and why
    • What their reactions are likely to be and how you might cope with them
    • What you might be thinking if you were in their shoes and, again, how you would deal with any concerns
    • What the timescale is (eg: next week or next month)
    • Whether or not you have the time available to help them do it well if you offer to coach
    • What your initial approach to them will be
    • First meeting
    • Set out your position carefully, explaining what you want them to do ad why
    • Invite feedback and test understanding to clarify what they are saying
    • Get agreement that a problem or concern exists, don’t avoid issue
    • Seek solutions by offering your ideas, inviting theirs, and jointly seeking compromise or the best solution
  • A Worked Example
    • Working through the C O A C H models , ask:
    • Competency
    • - ’Where are we starting from?’
    • - ’What experience have you had in making presentations, to what sort of people?’
    • - ’How did you find it went/what did you learn?’
    • - ’How did you go about it?’
    • Outcomes
    • - ’What I would like you to do…’
    • - ’How do you feel about that?’
    • - ’What questions do you have?’
    • - ’How do you see it?’
    • - ’What do you need to know before you can start?’
    • -’ Any ideas as to how you will put it together?’
    • - ’What help do you want from me?’
    • - ’Why don’t you go away and start putting it together?’ (make sure you stay in
    • touch in case they need you)
  • A Worked Example
    • A ction
    • Set up a situation where you can watch them run through the content
    • ‘ Let’s run through what you’re doing’
    • ‘ How have you approached it, what was the thinking behind this?’
    • Challenge and influence their thinking
    • ‘ Why are you planning to do it that way?’
    • ‘ What other ways could you tackle it?’
    • ‘ What if you…?’
  • A Worked Example
    • CH ecking
    • Give them feedback, eg:
    • ‘ That worked well… how about/what if you…?
    • ‘ How comfortable do you feel about that?’
    • (don’t impose your way of working, but make sure you influence standards)
    • ‘ What further help do you want from me?’
    • Face them with some potential situations:
    • ‘ What if the meeting was running late and they only gave you 10 minutes, what’s the main message that you want to get over?’
    • ‘ What’s the most difficult question they could ask, how would you respond?’
    • Review
    • Don’t forget to have a follow up:
    • ‘ How did that go?’
    • ‘ What went well (and why)? What didn’t go as you expected (why)?’
    • ‘ How did you feel when you were doing it? How do you feel now? What did you learn from it?’
    • ‘ If you were doing it again what would you do differently?’
  • Proforma Write your own words CHECKLIST COACHING CHECKLIST Situation Initial Planning Competency Outcomes Action Checking Review
  • Questions for Individuals
    • Remember, those on the receiving end of coaching have a need to be:
    • Treated fairly and not patronised
    • Led at their pace, not yours
    • Told what they do well, and made aware of mistakes made, and
    • current level of performance
    • Guided by a role model they can respect
    • Encouraged to go further than their current level
    • The experience of being coached should be a positive one!
  • Putting it into Practice
    • If you’ve read the book and would like to try coaching, remember the caution we gave at the start.
    • For you, it might mean adopting a new approach and evolving a change of style. If you start to question people, when in the past you’ve been telling them, they might wonder what on earth’s going on!
    • So, find somebody with whom to talk it through. Get any help you think you need before moving on and making a start
  • Getting a Pay Off
    • Most of us think about the past , talk about the present ,
    • and not much about the future .
    • Yet the future is where the payoff lies.
    • To obtain a better return from your investment
    • in people, send fewer of them on courses,
    • and put your efforts into coaching to
    • develop them –at work – for tomorrow .
  • Reading List
    • Developing High Performance People – the Art of Coaching, Mink, Owen and Mink, Addison Wesley
    • Everyone needs a mentor, David Clutterbuck, Institute of Training & Development
    • One-to-one training and coaching skills, Buckley and Caple, Kogan Page
    • Watch the ‘Green Movie’, Melrose Video Productions, for details of the ‘Empowerment within a framework’ concept.
    • You may find the following Pocketbooks particularly useful for situations in which you can coach:
    CHECKLIST The Trainer’s Pocketbook The Negotiator’s Pocketbook The Creative Manager’s Pocketbook The Meetings Pocketbook The interviewer’s Pocketbook The Mentoring Pocketbook The Time Management Pocketbook The Empowerment Pocketbook The Appraisals Pocketbook The Telephone Skills Pocketbook The Business Writing Pocketbook The Assertiveness Pocketbook
  • Mentoring in organisations
    • Mentoring is rapidly becoming recognised worldwide as a highly effective human resource development process. Examples can be found in many diverse organisations from public to private sector, from service to manufacturing industries. There are mentoring programmes in:
    • Manufacturing industries
    • Financial services
    • Tourism and leisure
    • Educational institutions
    • Petro-chemical industries
    • Service industries
    • Public sector/government
    • Charities
    • Mentoring is used in organisations for various purposes, eg:
    • Induction: to help people become familiar with the organisation and get up to speed
    • Support for development: to ensure effective learning for the future
    • Career progression: to assist in identifying and supporting potential
    • Support for learning on the job: to enhance job-related knowledge and skills for the present
    • Equal Opportunities programmes: to ensure proper integration and fairness of treatment
    • Redundancy support: to assist people in major transitions to new stages of their lives
    • Support in a new project or new job: to ensure rapid assimilation and delivery
    • Within change programmes: to help people understand what is involved in change
    Mentoring in organisations POSSIBLE USES
    • Many organisations have gone through or are currently going through significant change. The pace of change is increasing. Generally, people in any organisation react positively to change when they take responsibility for their own development.
    • Organisations recognise this when they write their Mission
    • or Strategic Statements. Good organisations also recognise
    • the importance of the role they play in offering assistance
    • to people during periods of change. Mentoring is one way in
    • which organisations can provide this assistance.
    Mentoring in organisations DEALING WITH CHANGE
    • The idea that people make the difference is often present in Mission and Strategic Statements. For example:
    Mentoring in organisations MISSION STATEMENTS “ Able and Co. will be a fast moving, customer –focused organisation, ensuring value for money, and getting results through well-motivated staff.” “ Jones Ltd’s people will be empowered to secure effective and exceptionally responsive service to customers.” “ our mission will be achieved through the willing efforts of all our people.” “ We recognise the importance of our human assets in delivering our company’s mission.” “ We aim for extraordinary customer satisfaction through a people-focused strategy.” “ People are the fundamental asset on which the company’s success will be based.”
    • Many organisations establish a set of values in order to describe how their business should operate.
    • Values are often written down as part of the organisation’s strategy , eg:
    • To delight the customer, by providing the right advice, right information at the right time
    • To respect and value people’s opinions, through our equal opportunities policy
    • To focus on people, by supporting and developing staff
    • To encourage openness in all our business dealings, through developing a ‘blame-free’ environment
    • To strive for excellence in delivery of all our services
    • To deal with all our staff and clients with fairness and honesty
    • To be viewed as a ‘good’ employer
    Mentoring in organisations VALUE STATEMENTS
    • Mentoring helps people to understand how a company’s values are realised in the organisation . It helps them feel that they are making a worthwhile contribution.
    • Mentoring has strategic development implications. It is consistent with the Investors in People standard and is often supported by the organisation’s development and training strategy.
    • Mentoring can make a contribution to the delivery of the Mission and Strategy and the achievement of objectives. It helps to uphold organisational values.
    • Mentoring helps individual to develop within the organisational framework.
    VALUES Mentoring in organisations
  • Mentoring in organisations FROM THE FRONT LINE “ Mentoring helps people understand and work through change and so contributes to the achievement of the Mission or Strategy. Mentoring helps people to learn and supports self-development” An experience mentor
  • DAY 4 ………………………… . 2010
  • Thinking about mentoring
    • In mentoring, the relationship between mentor and mentee is all-important.
    • There is a high degree of trust and mutual regard
    • The mentor helps another person become what that person
    • aspires to be
    • The mentor helps the mentee to realise his or her
    • potential
    • You have probably been mentored already! Many people can remember being helped by someone who took an interest in their welfare, shared their experience and knowledge with them, and enabled them to develop.
    • Often they remember these relationships as playing a crucial part in
    • their personal and professional development.
    Thinking about mentoring WHAT IS MENTORING? My mentor?..
    • A good mentor remembered:
    • “ When I joined the organisation I was asked after a few weeks to find someone to be my mentor. I asked Peter since we worked in the same section and he was friendly and approachable. We set aside an hour a week so I could talk through issues that were concerning me. We ranged over a lot of issues, personal as well as professional. Peter would make sure we finished the meeting with action points that I would try to follow up on, and that would often be where we started from the next week. But I could always ask him questions between our meetings as well. It was valuable to be able to turn to him over the kind of small matters that you would hesitate to bother some people with , especially your line manager. Peter helped me to get a picture of the whole organisation and my place in it. Thanks to him I settled in quickly and built up a sense of how my career might develop and what I needed to learn in order to make progress. “
    Thinking about mentoring WHAT IS MENTORING?
    • Ask yourself the following questions:
    • Who took an interest in my welfare and development at a time when I was taking on challenges such as starting a new job?
    • Who has been a useful role model in my life?
    • Who helped me to uncover and use a hidden talent or ability?
    • Who helped me face and resolve difficult situation in my personal and/or professional life?
    • Who challenged me to acquire a new vision and take a new direction?
    • These people have been your mentors .
    Thinking about mentoring IDENTIFY YOUR OWN MENTORS
    • There have been many well-known examples of the mentoring relationship throughout history, including:
    • Haydn and Mozart
    • Annie Sullivan and Helen Keller
    • Bill Shankly and Kevin Keegan
    • Peter Thompson and Tony Blair
    • Brian Close and Ian Botham
    Thinking about mentoring FAMOUS MENTORS
    • As a manager you are concerned with the objectives of both team and organisation.
    • As a mentor you help your mentee to learn within the context of supportive relationship.
    • Mentoring and managing are not completely distinct. Managers may often use mentoring as a part of their line role. They also recognise the value of an employee having a separate mentor, as this will enhance the overall performance of the employee and his or her contribution to the team.
    Thinking about mentoring MENTOR AND MANAGER
    • When the mentor is somebody different from the manager this does not have to be a threat to the manager’s authority. The benefits of mentoring to the manager and his or her team will emerge in the form of greater commitment, motivation and learning on the part of the mentee.
    • It is important that:
    • There is as much openness and honesty as possible between the line manager, mentor and mentee
    • The confidentiality of the mentoring relationship is respected
    Thinking about mentoring MENTOR AND MANAGER
  • Thinking about mentoring MENTOR AND MANAGER “ One of the things mentors and mentees should do is to make sure that the mentee’s line manager knows that mentoring is going on. ” An experience service industry mentee
    • Mentoring relationships vary depending on the people and the character of the organisation concerned. They may be:
        • Open – able to discuss any topic
        • Closed – restricted discussion topics
        • Public – others know that the relationship exists
        • Private – few know that the relationship exists
        • Formal – agreed appointments, venues and timing
        • Informal – casual or a ‘pop in anytime’ basis
    Thinking about mentoring TYPES OF RELATIONSHIP
    • There is no blueprint for the ideal mentoring relationship. You may be a mentor to:
        • A peer
        • a team member
        • Someone you know well, or
        • Someone you have not met before
    • What is common to all cases of mentoring is that the mentee comes to view things in a new way. The mentor promotes change in the mentee, helping that person towards a new vision of what is possible.
    Thinking about mentoring TYPES OF MENTEE
    • Mentee – benefits by developing confidence, learning more effectively and quickly, and acquiring new perspectives
    • Mentor – benefits by acquiring improved ways of working with people and satisfying the desire to help others
    • Both – mentor and mentee benefit by developing a wider perspective on their organisation and work
    • Line manager – benefits by having a more motivated and effective team member
    • Organisation – benefits by having more fulfilled, committed, resourceful and motivated employees
    Thinking about mentoring MENTORING: THE BENEFITS
    • There is no simple distinction between these activities. However:
    • Coaching tends to have a specific and tightly-focused goal (eg: helping someone to prepare for an interview board or to make a presentation to client)
    • Training tends to be wholly work-related and concentrates exclusively on someone’s professional skills and concerns
    • Mentoring goes further in offering support and advice to someone as a person, and may touch on any aspect of their life; the mentor may offer coaching or training from time to time as appropriate, but may also encourage the mentee to seek help from specialists in these roles
    Thinking about mentoring MENTORING, COAHING & TRAINING
    • In the United States and Canada there is a tendency for people to mean by ‘mentoring’ what
    • Europeans mean by ‘coaching’.
    Thinking about mentoring MENTORING, COAHING & TRAINING
    • Mentoring and appraisal use many of the same techniques. The difference between term is that:
    • Appraisal is a part of a formal system which identifies strengths and weaknesses, and may be linked to performance-related pay, to opportunities for promotion or the requirement to undertake training
    • Mentoring is not formally connected with structures of extrinsic reward – or penalty! The mentor is non- judgemental , and does not impose his/her views on any third party. The mentee can be candid with the mentor in a way that would be unlikely in the context of appraisal.
    Thinking about mentoring MENTORING & APPRAISAL
  • The mentoring process
    • Although mentoring is a common, often unrecognised, activity, It is a form of helping that most people could develop further. Effective mentoring requires certain personal qualities and skills.
    • How will you know that your are ready to be a mentor? This is an important question.
    • You can address it in a number of ways:
        • Recognise and reflect on the mentoring you do already
        • Talk to other mentors
        • Talk to people you have already mentored (officially or unofficially)
        • Consider the differences between mentoring and management
        • Consider the difference between mentoring and other ways of helping, eg: counselling, coaching, appraisal
        • Reflect upon your own experience of being a mentee
    • How will you know that your are ready to be a mentor?
    • You can also address this questions by comparing your attributes with those of effective mentors:
    • Relevant job-related experience and skills
    • Well-developed interpersonal skills
    • An ability to relate well with people who want to learn
    • A desire to help and develop mentees
    • An open mind, a flexible attitude, and a recognition
    • of their own need for support
    • Time and willingness to develop relationships with mentees
    • Do you have these attributes? If so, you are ready to mentor.
    The mentoring process GETTING STARTED
  • The mentoring process GETTING STARTED
    • A mentor can help a mentee to:
        • Understand appropriate behaviour in social situations
        • Understand the workings of the organisations
        • Acquire an open flexible attitude to learning
        • Understand different and conflicting ideas
        • Be aware of organisational politics
        • Overcome setbacks and obstacles
        • Acquire technical expertise
        • Gain knowledge and skills
        • Develop personally
        • Adjust to change
        • Develop values
    The mentoring process AREAS OF DEVELOPMENT
    • Mentoring includes a number of process. Different mentors have different strengths and work in different ways. Whatever approach or style you use, you need to work within a framework, to be of most help to the mentee.
    • A useful framework is a 3-stage model* of helping:
    The mentoring process 3-STAGE MODEL STAGE 1 STAGE 2 STAGE 3 3-STAGE MODEL
    • The model can be used in a number of ways:
        • To reflect upon what mentoring involves, assess yourself as a mentor
        • As a schedule for a mentoring meeting – to work through the stages
        • As a map of the mentoring process – to see what ground has been covered and what needs further attention
        • To review the mentoring relationship over time, as the mentee moves towards achieving the goals identified earlier in the relationship
        • To enhance shared understanding of the mentoring process and relationship, and to develop the mentee’s ability to use the model independently
    The mentoring process 3-STAGE MODEL
  • The mentoring process 3-STAGE MODEL
  • The mentoring process STAGE 1: EXPLORATION STAGE 1 STAGE 2 STAGE 3 3-STAGE MODEL Strategies As mentor, you: Methods As mentor, you:
    • Take the lead
    • Listen
    • Pay attention to the relationship and
    • develop it
    • Ask open questions
    • Clarify the aims and objectives of the
    • mentoring
    • Negotiate an agenda
    • Support and counsel
    • Take the lead in creating a rapport with your mentee and an atmosphere that encourages exploration; show your commitment to the mentee, the mentoring process and the mentoring relationship
    • Give it time, be patient; action plans come unstuck when rushed, and insufficient exploration leads to faulty understanding in Stage 2 and hence to inappropriate plans (investment of time and care in Stage 1 pays dividends later in the meeting and later in the relationship)
    • Help your mentee to arrive at his own answers
    • Resist the temptation to give advice or tell the mentee what to do (there are occasions when advice and direction are helpful, but not in stage 1)
  • The mentoring process STAGE 1: EXPLORATION POSSIBLE QUESTIONS/COMMENTS ‘ What would you like to talk about today?’ ‘ Let’s explore this issue some more.’ ‘ What I understand you to be saying is… (paraphrase/ summarise). Does that seem right?’ ‘ You’ve said very little about X, but that seems to be central to the issue we are discussing’ ‘ Tell me about your experience of…’ ‘ Shall we start by recapping on our last meeting?’
    • This is an important question but it does not have a straightforward answer. It is important to think about how much time to give to exploring an issue so that you can assess progress.
    • Much depends upon the topic being explored:
    The mentoring process STAGE 1: EXPLORATION HOW LONG DOES STAGE 1 LAST?
  • The mentoring process STAGE 2: NEW UNDERSTANDING STAGE 1 STAGE 2 STAGE 3 3-STAGE MODEL Strategies As mentor, you: Methods As mentor, you:
    • Support an counsel
    • Give constructive feedback
    • Coach and demonstrate skills
    • Listen and challenge
    • Ask open and closed questions
    • Recognise strengths and weaknesses
    • Establish priorities
    • Identify developmental needs
    • Give information and advice
    • Share experiences and tell stories
    • Stage 2 is the turning point in the process. New understanding is experienced in a number of ways, depending on the individual and the importance of the issue in hand. Be flexible and resourceful, ready to move forward (and sometimes backwards) empathically and constructively with the mentee.
    • New understanding often releases energy, it can be exciting. Once your mentee begins to see things differently, offer encouragement . Progress can be rapid but again – don’t rush .
    • Arriving at a new understanding can be uncomfortable: the mentee may be resistant. Then progress can be slow and erratic. This could signal the need for more exploration.
    • Be ready to return to Stage 1, eg: ‘Now that you appreciate better the impact of working with new colleagues, perhaps you would like to look again at your thoughts about further training’.
    • If the mentee is resistant, be supportive and sensitive so that when you challenge , your mentee is receptive and able to learn.
    • Challenge positively , eg: refer to the mentee’s achievements, positive qualities and potential, as well as offer constructive criticism of current behaviour, perceptions and attitudes that may be causing problems. Be patient .
    • New learning can make the mentee feel vulnerable, especially if it requires recognition that old ways of behaving have outlived their usefulness and there is a need to change.
    • Help your mentee consolidate his/her learning, to hold on to the fruits of the exploration in Stage1. One way to do this is to share stories and experiences of your own.
    • Don’t share to soon, as new learning can be fragile at first. There is a risk of taking the mentee away from his/her own agenda.
    • Reflect back and clarify what the mentee has learned and the implications of new developmental needs, goals and aspirations.
    • As mentor, you might say:
    The mentoring process STAGE 2: NEW UNDERSTANDING POSSIBLE QUESTIONS/COMMENTS ‘ The way you’re talking now reminds me of the time I … ‘ What is there to learn here, what’s the most important thing to work on, now that you’re seeing the situation differently?’ ‘ You’ve shown real commitment in the situation, but there are also things you’ve done that you regret. Is that a fair comment?’ ‘ Now that doing X looks like a viable option, there is some useful information I could share with you.’ ‘ Well done, that feels like a breakthrough.’
    • Reaching new understanding is key to the next stage. Action born out of poor understanding is always flawed! This stage should not be rushed, although reaching a new understanding can happen quite spontaneously during a Stage 1 discussion.
  • The mentoring process STAGE 3: ACTION PLANNING STAGE 1 STAGE 2 STAGE 3 3-STAGE MODEL Strategies As mentor, you: Methods As mentor, you:
    • Examine options for action and
    • their consequences
    • Attend to the mentoring process
    • and the relationship
    • Negotiate an action plan
    • Encourage new and creative ways
    • of thinking
    • Help to make decisions and solve
    • problems
    • Agree action plans
    • Monitor progress and evaluate
    • outcomes
    • When stages 1 and 2 are done thoroughly. Stage 3 is usually straightforward and uses familiar people management/development skills .
    • Plans are followed through when the mentee owns the solution. Give advice and direction sparingly. Enhance commitment to change by clear agreements and target settings.
    • Look after the relationship , discuss its progress with your mentee. Don’t expect every meeting to end in an action plan . Sometimes the action will be to meet again, and that will be progress enough. Affirm and celebrate progress.
    • As mentor, you might say:
    The mentoring process STAGE 3: ACTION PLANNING POSSIBLE QUESTIONS/COMMENTS ‘ Let’s look at the pros and cons of this option.’ ‘ Let’s spend some time talking about the mentoring itself, as we agreed to review after three months. Perhaps we could do it over lunch.’ ‘ How can I help you do this? Perhaps a demonstration of X would help.’ ‘ Now that you’ve decided to do Y, is there anything you need to do first?’
    • The important point here is that it can be very tempting to rush to action. This is often true when there is a lot of pressure on people to perform at work.
    • The quality of action is firmly linked to the quality of Stage 1 and 2
  • DAY 5 ……………………… ... 2010
  • The mentoring process FROM THE FRONT LINE
    • Another way to look at mentoring is by making use of the learning cycle, based on Kolb’s theory of experiential learning. An awareness of the cycle can help the mentor and the mentee to focus on the mentee’s learning.
    The mentoring process FACILITATING LEARNING
    • The mentor helps the mentee round the learning cycle by asking questions such as:
    The mentoring process THE LEARNING CYCLE
    • In your organisation, your mentee may be somebody you know already.
    • An existing relationship may develop into mentoring.
    • Your organisation may have a formal mentoring scheme or some
    • system for facilitating mentoring. Then a match will be arranged.
    • It may be policy in your organisation for employees to be assigned a
    • mentor in certain situations, for instance as part of induction for
    • new employees or when an employee takes on new responsibilities.
    The mentoring process FINDING A MENTEE
    • Mentoring is primarily for the mentee, for their welfare, development, progress , within the context of their responsibilities and ambitions within the
    • organisation. A person seeks a mentor because s/he recognises the need
    • for mentoring support, or the need is recognised by a concerned third
    • party (eg: the person’s manager).
    • As a mentor, what do you think would be helpful for your
    • mentee to know about you? Put yourself in their position.
    • The information you give about yourself needs careful
    • thought. It can help to write it down or talk it through with
    • a trusted friend, or your own mentor.
    The mentoring process WHEN MENTEE CHOOSES MENTOR
    • Keep in mind that a mentee will benefit from your:
        • Knowledge
        • Experience
        • Personal qualities and skills
    The mentoring process BEING A MENTOR
    • Think about your knowledge of the organisation:
        • Its politics
        • Its culture
        • Its history
        • Its character
    The mentoring process BEING A MENTOR KNOWLEDGE
    • As a mentor you will draw on your experience of:
    • Facing difficulties
    • Meeting new challenges
    • Being helped, being a mentee
    • Working with others, contributing to an organisation
    • Achievement, success, failure
    • A variety of organisations/working practices
    • Being responsible for yourself, your actions and reactions to others and situations
    • Trauma and setback
    • Coping with stress
    The mentoring process BEING A MENTOR EXPERIENCE
    • As a mentor you will draw on your ability to be:
    • Enthusiastic – genuinely interested in the mentee and his/her concerns, needs, dreams and aspirations
    • Motivating and encouraging – to channel the mentee’s energy into constructive change, new challenges and overcoming difficulties
    • Open – prepared to share your own experience of similar issues, be honest about yourself, be honest about the mentee
    • Empathic – able to appreciate how the mentee thinks and feels and behaves
    • Positive in your outlook – able to appreciate the mentee’s point of view and see solutions
    • A good listener – able to really focus on what the mentee is saying without your own thoughts crowding out the mentee’s words
  • The mentoring process FROM THE FRONT LINE
    • People learn how to be a mentee through being part of a mentoring relationship. With commitment, experience and practice, mentees become better at making the most of the mentoring process. Successful mentees:
    • Accept challenge willingly; they are committed to the mentoring process
    • Have trust and confidence in their mentor; they are willing to discuss issues openly
    • Recognise that learning can involve taking risks in order to make progress
    The mentoring process BEING A MENTEE
    • Successful mentees also:
    • Want to be active in their development and see learning as a continuing process
    • Make progress , and recognise when the relationship is reaching its natural end
    • When the mentee owns the process, the quality of learning is improved.
    The mentoring process BEING A MENTEE
    • Mentees who understand the value of mentoring and are committed to a mentoring relationship, expect to gain in some of the following ways:
    The mentoring process MENTEE’S EXPECTATIONS
    • Be challenged
    • Be coached
    • Enjoy friendship
    • Be supported and encouraged
    • Learn from example
    • Learn how the organisation works
    • Learn from mistakes
    • Foster the mentoring relationship
    • Receive wise counsel
    • Share critical knowledge
    • Listen and be listened to
    • Develop greater self-confidence
    • Become more self-aware
    • Be assisted in developing their
    • careers
    • New and inexperienced mentees may expect to:
        • Be managed
        • Be given answers to problems
        • Be told what to do
        • Have an easy ride
        • Receive favours
        • End the relationship when the immediate problem or issue appears to be sorted out
        • Gossip
        • Whinge
    • An inexperienced mentee need a lot of support and gentle challenge.
    The mentoring process MENTEE’S EXPECTATIONS
  • The mentoring process FROM THE FRONT LINE
    • A systematic approach, such as the 3-stage model, increases the effectiveness of mentoring. At the same time, mentees look for different things, such as:
        • A sounding board
        • A giver of encouragement
        • A critical friend
        • A source of emotional support
        • A confidant
        • A source of knowledge
    The mentoring process WHAT MENTEES NEED
    • Mentees and mentors talk about:
        • The mentee’s work-related issues
        • The mentor’s work-related issues
        • Career development
        • Time management
        • Personal issues
        • Domestic issues
    The mentoring process AREAS FOR DISCUSSION
  • Working together THE FIRST MEETING
    • Preparation. It is helpful to have an agenda for each meeting. Reflect on the nature of mentoring, the process as well as the outcomes. Think about your commitment to using mentoring well and giving it adequate time.
    • Getting to know each other. Give this enough time; it is the basis of trust and working well together. Share experiences from your pasts.
    • Time. Your relationship will change over time. Many mentees and mentors notice that discussion topics widen and deepen.
    • Difficulties. Sometimes things may go wrong. Nothing can replace honest and open discussion about the relationship. Try to let others know about the existence of your mentoring relationship to avoid any misunderstanding or resentment. Keep the relationship under review.
    • Ground rules . Establish ground rules. These will include:
    • Confidentiality: this is essential. Agree between yourselves the boundaries of the relationship
    • Time commitment: how much and how often?
    • Location: where are you going to meet?
    • Recording meetings: will you record your meeting and, if so, how (a diary or log)?
    • Like any worthwhile relationship, mentoring relationship have natural life cycle:
    Working together MAINTAINING THE PARTNERSHIP Searching Getting together Getting to know each other Developing trust Working together Ending the relationship Parting or developing a different kind of relationship, eg: friendship
    • To keep the partnership going through the life cycle it is important to consider your attitude as a mentor and the climate you help to create with your mentee.
    • The climate needs to be relaxed, open and encouraging. This can be influenced by a number of things:
    • The relationship you have previously established:
    • - How well do you know the person?
    • - How much trust is there already?
    • - What do you have in common?
    • - What are your differences?
    • The level of priority you give to mentoring:
    • - Is it important to you?
    • - Are you aware of how beneficial mentoring can be to you, the mentee and
    • your organisation?
    • - How serious are you about the business of helping others?
    • The climate can also be helped by:
    • Sitting in a relaxed manner in comfortable surroundings
    • Privacy
    • Asking opens questions and listening carefully to the responses
    • You being prepared to ‘open up’ about yourself
    • Reviewing the ground rules and the nature of the
    • relationship
    • Having a cup of tea!
    • As a mentee your attitude towards your mentor will contribute to the climate.
    • Be prepared to:
    • Talk about yourself
    • Listen and ask questions
    • View this first meeting as a social event aimed at building a longer-term learning relationship
  • Working together FROM THE FRONT LINE
    • This is the only certain event in the relationship! The end may happen when the mentee has reached a stage when s/he no longer feel the need for regular contact. The mentee is confident and able to move on. It is important to consider how it will end. If the relationship has been successful, there will be cause for celebration and a sense of loss. Attend to both.
    • You may agree to meet socially or less frequently or simply call a halt.
    • Look back and review your mentoring relationship and what you value about it:
    • What were your original goals and were they achieved?
    • Did they change, did you discover new goals/aspirations?
    • What problems did you have and how did you resolve them?
    • Would you seek a mentoring relationship again?
    Working together HOW TO END IT
  • Working together FROM THE FRONT LINE
  • Tips for mentors & mentees
    • Maintain regular contact.
    • Always be honest.
    • Avoid being judgemental.
    • Recognise that you have your own need for support. A mentor may need a mentor as well!
    • Don’t expect to have all the answers.
    • Help your mentee access resources and further support.
    • Be clear about expectations and boundaries.
    • Stand back from the issues your mentees raises but work together on them.
    • Respect confidentiality.
    • If the relationship falters –hang on in there!
    • Accept challenge willingly.
    • Share with your mentor how you feel about the way the relationship is working.
    • Maintain a positive view of yourself.
    • Be active in your own development.
    • Have faith and trust in your mentor
    • Be willing to discuss issues openly.
    • Take a few risks in order to progress.
    • Think about other ways to develop yourself outside of your mentoring relationship.
    • Don’t expect too much of your mentor.
    • Talk about the end of your relationship when the time comes
    Tips for mentors & mentees TIPS FOR MENTEES
  • Tips for mentors & mentees FROM THE FRONT LINE
  • Issues & questions
    • Anyone who is interested. It may be a manager or a peer. A mentor needs to be somebody that a mentee can trust. A mentor is often, but not always, older that the mentee. A mentor may also have experience greater than, or different from, the mentee’s. a mentor is someone who recognises their own need for help and support.
    • Ideally, your mentor should not be your line manager. There is some scope for confusion of roles. Many managers see that their role includes mentoring. However, most mentees value a degree of separation between the roles.
  • Issues & questions
    • Often two people will match themselves without any extra help. The mentoring relationship starts from knowing each other already.
    • Some organisations publish lists of ‘approved’ mentors who are often volunteers with some training and who may provide a short pen-picture of themselves to help mentees make their choice.
    • Other organisations simply put people together. In the case there ought to be a logical system, clearly understood by both parties. Such a system may have as its basis common knowledge, experience and interests.
    • The ‘dating agency’ approach, using standard tests and assessments to match people, is another alternative approach.
    • Matching should be done sensitively and with care. Mentoring is like any other human relationship – It needs time to develop.If you feel you would like a mentor in order to help with your development, there may be somebody you know who could fulfill the role for you. Ask them! Also, ask your Personnel/HR Department about mentoring.
    • This will vary depending on the mentee’s needs. Average time in many organisations is 2-3 hours per month.
    • The quality of mentoring depends in part upon circumstances and environment. If the relationship does not work, be honest about it and either bring it to a close or try to resolve the differences.
    • It is possible to have more that one mentor. Each mentor offers something different to the mentee, most often in areas of knowledge and technical expertise. Mentors may have more than one mentee.
    Issues & questions MENTORING IN PRACTICE
    • Credit is perhaps the wrong word. Mentoring is satisfying and productive activity for the participants and the organisations. Some organisations suggest that mentoring becomes part of an individual’s Personal Development Plan.
    • The scope is as broad as one would want it to be. Mentoring is primarily about learning and development. Mentoring is present when there are changes and transitions to go through at work and in individual lives. A mentor recognises the links between the personal and the professional aspects of a person’s life and, through the mentoring process, can help to reconcile the two.
    • Confidentiality is crucial. Secrecy is inappropriate. Everything in the mentoring relationship should be done by agreement.
    Issues & questions MENTORING IN PRACTICE
    • It is a good idea for both mentors and mentees to consider doing some training in mentoring. This help you to:
        • -Understand what is involved
        • -Understand how to get started
        • -Improve your confidence and commitment to mentoring
        • -Improve your mentoring skills
        • -Seek a mentor for yourself
    • One way to find a mentor for yourself. Another is to form a mentor support network with other mentors in your organisations. Further training and additional background reading are other options
    • In some situations this is very important. In general, the key to success is having a mentor who is able to listen, can be empathetic towards the mentee and its committed to the mentee’s welfare and the mentoring relationship.
    • No! Mentoring is helpful in times of change, when someone starts a job or new project. Mentoring complements other development and training activities.
    Issues & questions MENTORING IN CONTEXT
  • Thank You