Coaching and mentoring February 2012

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Half day open training event held in Toronto, Canada.

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Coaching and mentoring February 2012

  1. 1. Coaching and mentoring by Toronto Training and HR February 2012
  2. 2. 3-4 Introduction to Toronto Training and HR 5-6 DefinitionsContents 7-9 10-11 Standards to achieve Behaviours that foster dependency and kill initiative 12-13 Recent shifts in mentoring 14-15 Mentoring with SMART objectives 16-17 Key roles in mentoring 18-19 Reciprocal mentoring 20-21 Mentoring dos and don’ts 22-24 Why mentoring or coaching programs fail 25-26 How mentoring or coaching programs succeed 27-29 Making coaching effective 30-31 Coaching as part of the normal process of management 32-33 Training managers as coaches 34-35 Hidden roles of managerial coaches 36-38 Coaching skills 39-40 Key features of effective coaching 41-42 Coaches as catalysts 43-44 Why coaching may not suit your organization 45-46 Common mistakes when coaching sales reps 47-49 Why don’t all managers coach? 50-52 Coaching and mentoring trends 53-54 Case study 55-56 Conclusion and questions
  3. 3. Introduction Page 3
  4. 4. Introduction to Toronto Training and HR• Toronto Training and HR is a specialist training and human resources consultancy headed by Timothy Holden• 10 years in banking• 10 years in training and human resources• Freelance practitioner since 2006• The core services provided by Toronto Training and HR are: - Training event design - Training event delivery - Reducing costs - Saving time - Improving employee engagement & morale - Services for job seekers Page 4
  5. 5. Definitions Page 5
  6. 6. DefinitionsCoachingMentoring Page 6
  7. 7. Standards to achieve Page 7
  8. 8. Standards to achieve 1 of 2An understanding of coaching and mentoring asprocesses that involve reciprocal learning, not asituation in which the coaches and mentors shouldbe assuming a dominating or manipulative roleA clear business case for their introduction, withan agreed process for supervising coaches andmentors and for monitoring outcomesAn adequate resource base, adjustment in theworkloads of those involved and support forcoaches and mentees in their development Page 8
  9. 9. Standards to achieve 2 of 2An up to date database of potentially suitablecoaches and mentors, plus a skilled selection andtraining process against clear and relevant criteriaCareful piloting of initiatives, and the highlightingof their benefits across the organization to ensureunderstanding of the way in which the processesoperate and of their value Page 9
  10. 10. Behaviours that foster dependency & kill initiative Page 10
  11. 11. Behaviours that foster dependency & kill initiativeTelling employees how to do their jobsGiving employees solutions for their operationalissues without getting their inputMaking decisions that employees could make forthemselves Page 11
  12. 12. Recent shifts in mentoring Page 12
  13. 13. Recent shifts in mentoringMentoring can occur in one-to-one, group, andsituational interactionsThe terms “learner” and “advisor” have a broaderreach than “mentee” and “mentor”Advancement can be a benefit of mentoring, but itis not its purposeMentoring should be used to learn across thehierarchy of an organizationMentoring does not need to be time consuming orface-to-face Page 13
  14. 14. Mentoring with SMART objectives Page 14
  15. 15. Mentoring with SMART objectivesSMARTrepresent a challenge or a stretch for the menteefocus on the future development of the menteeare concrete and clearseek a quantitative or qualitative improvement thatcan be demonstrated or measuredare directly linked to the question, “Why?” “Why isthis goal important to your development andsuccess?”require more than one strategy to achieve them Page 15
  16. 16. Key roles in mentoring Page 16
  17. 17. Key roles in mentoringGuideAllyCatalystAdvocate Page 17
  18. 18. Reciprocal mentoring Page 18
  19. 19. Reciprocal mentoringDefinitionBenefits Page 19
  20. 20. Mentoring dos and don’ts Page 20
  21. 21. Mentoring dos and don’tsEmployerMentorMentee Page 21
  22. 22. Why mentoring orcoaching programs fail Page 22
  23. 23. Why mentoring or coaching programs fail 1 of 2No clear definition of what mentoring means andwhat coaching means and, more importantly, whoshould assume what rolesNo clear guidelines as to what the mentor shouldbe assisting with or addressing and what thecoach should be assisting with or addressingHaving the mentor and mentee in a directreporting relationship Page 23
  24. 24. Why mentoring or coaching programs fail 2 of 2The role of mentor and coach being handled bythe same individualNo formal training for the role of mentor or coach Page 24
  25. 25. How mentoring orcoaching programs succeed Page 25
  26. 26. How mentoring or coaching programs succeedBeing well planned and fully integrated with otherdevelopmental activitiesBeing supported by senior management (C-levelsponsorship)Requiring mandatory training for all thosedesignated as mentors and coaches Page 26
  27. 27. Making coaching effective Page 27
  28. 28. Making coaching effective 1 of 2Put your own “stuff” to the side and make yourselfavailableAsk more questions, make fewerdeclarations, allowing employees to generatesolutionsReally listen to the people you work with andimplement suggested solutionsCreate action plans with your employees Page 28
  29. 29. Making coaching effective 2 of 2Learn to celebrate success and say thank youBuild on people’s strengthens rather thanweaknessesSustain the momentum and follow up on progress Page 29
  30. 30. Coaching as part of the normal process of management Page 30
  31. 31. Coaching as part of the normal process of managementMaking people aware of how well they areperformingControlled delegationUsing whatever situations arise as opportunities topromote learningEncouraging people to look at higher-levelproblems and how they would tackle them Page 31
  32. 32. Training managers as coaches Page 32
  33. 33. Training managers as coachesSet out a clear caseKeep it informalDemystify the processFocus on what worksBuild in sustainabilityEmphasize successCoaching is not for everyone Page 33
  34. 34. Hidden roles of managerial coaches Page 34
  35. 35. Hidden roles of managerial coachesOrganizational translatorPerformance consultantDevelopmental assessorCognitive mentorBrand advisor Page 35
  36. 36. Coaching skills Page 36
  37. 37. Coaching skills 1 of 2COACHING IS MOST EFFECTIVE WHEN:The coach understands that his or her role is tohelp people to learnIndividuals are motivated to learnIndividuals are given guidance on what theyshould be learning and feedback on how theyshould be doing Page 37
  38. 38. Coaching skills 2 of 2COACHING IS MOST EFFECTIVE WHEN:Learning is an active rather than a passive processThe coach listens to individuals to understandwhat they want and needThe coach adopts a constructiveapproach, building on strengths and experiences Page 38
  39. 39. Key features of effective coaching Page 39
  40. 40. Key features of effective coaching Active listening Questioning Giving praise and recognition Building rapport Creating trust Being non-judgemental Being candid and challenging Giving encouragement and support Focusing on future opportunities Page 40
  41. 41. Coaches as catalysts Page 41
  42. 42. Coaches as catalystsBe curiousBe proactiveBe observantBe courageous Page 42
  43. 43. Why coaching may not suit your organization Page 43
  44. 44. Why coaching may not suit your organizationYou confuse a coach with a consultantYou confuse a coach with a therapistYou aren’t committed to changingYour expectations are unrealYou hide crucial detailsYou doubt the processYou don’t take action Page 44
  45. 45. Common mistakes when coaching sales reps Page 45
  46. 46. Common mistakes when coaching sales repsConfusing coaching with evaluationsTreating coaching as a low priorityFinding an excuse not to coachProviding vague feedbackCoaching by example Page 46
  47. 47. Why don’t all managers coach? Page 47
  48. 48. Why don’t all managers coach? 1 of 2They don’t understand the value or importance ofcoachingThey don’t possess the skills to coach othersEven if they understand the importance and havethe skills, they don’t have the time Page 48
  49. 49. Why don’t all managers coach? 2 of 2OVERCOMING THESE BARRIERSBuild the personal case for coachingEstablish some firm expectationsTeach coaching skills and put them into practiceGive a manager a coachReward the best coaches with the best jobs Page 49
  50. 50. Coaching and mentoring trends Page 50
  51. 51. Coaching and mentoring trends 1 of 2COACHINGWho delivers coaching in the organization?EvaluationPurpose of coachingAgendas Page 51
  52. 52. Coaching and mentoring trends 2 of 2MENTORINGHow does mentoring happen?Who receives mentoring? Page 52
  53. 53. Case study Page 53
  54. 54. Case study Page 54
  55. 55. Conclusion & questions Page 55
  56. 56. Conclusion & questionsSummaryVideosQuestions Page 56

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