1.
Coaching
Mentoring
NAME OF PRESENTER

2.
COACHINMENTORING

3.
is about
results

4.
focuses on
the person and
their career

5.
facilitates learning

6.
focuses on
roles and
skills

7.
basedrelationship

8.
facilitates
growth
individual

9.
achingc
What is

10.
enhance quality of
his/her career
improve
performance
develop
skills
coaching
what is
A training method in
which a more
experienced or skilled
indivual provides an
employee with advice
and guidance intended to
help him or her...

11.
based on the belief that people
want to and can do a job
coaching
a dialogue – a give-and-take,
sharing of ideas and information
situational
based on trust in the coachee
that he/she wants to improve
what is

12.
focuses on a specific task
coaching
related to several other
organizational processes like:
• change management
• teambuilding
• facilitation
• Performance management
what is

13.
Highlights what people can
readily achieve, given the right
support
coaching
benefits of
Good programs can simplify what
might appear to be particularly
difficult situations
Successful programs can lead to
improved individual and team
performance and increased level of
motivation

14.
hone
competencies
assess
performance
observe
job
performance
converse with
the
performance-
improvement
ideas
connect with
the coachee C
O
A
C
H

15.
GROW
model of
COACHING
the
Builds on a series of
questions that form
the basis of each
coaching session

16.
GROW
model of
COACHING
the
Each session is
designed to move the
person towards an
identified goal

17.
• Set goals
• Write them down

18.
be SPECIFIC
coaching session
be MEASURABLE
be ACTION oriented
be REALISTIC
setting goals for a
set a TIME FRAME

19.
Invite them to tell their
story about their goals

20.
brainstorm OPTIONS
to move towards goals

21.
• identify steps to reach goals
• write action plan
WRAP UP

22.
G
R
O
W
oals
eality
ptions
rap up

23.
Coach only on the first hand data:
One of the best ways to lose
credibility is to coach someone on a
performance or behavior that have
been reported to you by a third
party.
-Akimball-

24.
is about
results

25.
COACHINMENTORING
relationship
based

26.
focuses on
the person and
their career

27.
roles and
COACHINMENTORING
focuses on
skills

28.
learning

29.
COACHINMENTORING

30.
ringment
What is

31.
mentoring
what is
A career development method whereby
less
experienced
employees
more
experienced
colleagues
are
matched
with
for guidance, either through
formal or informal programs

32.
mentoring
what is
less
experienced
employees
more
experienced
colleagues
pair with
MENTEES MENTORS
to gain:
Knowledge
Skills
Experience
Information
Advice

33.
mentoring
what is
more
experienced
person
less
experienced
person
facilitates the
broad
development
Intellectual
Personal
Social

34.
mentoring
what is
demands a
wide range of...
intellectual skills
technical skills
cognitive
skills

35.
mentoring
a tool to nurture and let people grow
essentially about helping a person
develop more effectively
a relationship designed to build confidence to help a person
take increasing initiative in his/her development
may be done by anyone
what is

36.
mentoring
involves differently for different
persons
involves real listening
does not dictated the mentee what to do; helps
the mentee clarify his/her objective
a process of providing guidance, advice,
support, and feedback; of responding
what is

37.
G ALSmentoring
Organization
Mentor
Mentee
increase productivity
help the mentee become a beter
individual, realize full potential
help him/her to learn, enjoy learning
and apply the fruits of learning

38.
2types of
MENTORING
FUNCTIONS
career
psycho-
social

39.
challenging assignments
exposure & visibility
protection
coaching
careerhelp mentee learn the
ropes and prepare for
career advancement

40.
acceptance & confirmation
role-modeling
friendship
counseling
psychosocial
help mentee develop a
sense of competence and
clarity of identity

41.
Phases of a
Mentoring Relationship
Initiation • potential mentoring
pair get to know each
other
• each recognizes the
potential of the other
• mentee comes to
respect mentor and
• mentor recognizes
mentee shows promise.

42.
Phases of a
Mentoring Relationship
Initiation
Cultivation
• bulk of the mentoring
“work”
• lengthiest phase
• each learns about the
other’s abilities
• mentee learns and
mentor advises,
promotes, and protects

43.
Phases of a
Mentoring Relationship
Initiation
Cultivation
Separation
• most dynamic and least
expected
• tension may be most
notable characteristic
because mentoring
functions decrease and
mentee acts more
independently
• tension and stress are a
normal and neither spells
doom

44.
Phases of a
Mentoring Relationship
Initiation
Cultivation
Separation
Redefinition

45.
Mentoring
Structure
One on One
Group
Resource-based
Training-based
one peer or senior mentoring
needs group dynamics, scheduling,
no personal relationship as in one-on-one
general pool of mentors for “as-needed”,
less structured, more informal
training materials form basis of contract,
links theories to practical experience

46.
steps of
mentoring
7
Identify
need
Gather
evidence
Motivate,
Set targets
Plan how
to achieve

47.
previous:
plan how
to achieve
Create
practice
opps
Observe;
give
feedback
Support
through
setbacks
steps of
mentoring
7

48.
Helps the mentee see the consequen-
ces of different actions for the
mentee to decide for himself
Turns questions back
to the mentee
Helps the mentee set targets
for him/herself
Refers the mentee to someone
better qualified to help
How the
mentor works?

49.
coach
ROLES
mentors
playteacher
counselor
sponsor
role model
adviser
protectorsupporter
friend

50.
advan
for the mentor
mentee dependence
on mentor
time, energy commitment
to mentee
negative halo from mentee
who fails

51.
advan
for the mentee
overdependence on the mentor
micro-manangement from
the mentor
negative halo from
mentor who fails

52.
dysfunctional
mentor
when the relationship
does not work for one
or more parties
problems develop when...
• interests of the parties change
• differences in judgment between parties
• Intrusion/overinvolvement in another’s personal problems
• triangulation problem with others (mentor/mentee/supervisor)
• destructive tone of relationship (e.g. envy/jealousy,
dependency/suffocation, support/exploitation)

53.
4
potential dysfunctions in
mentoring relationships
Psychosocial Career-related
Bad intent toward
the other
Negative relations
(bullies, enemies)
Sabotage
(revenge, silent
treatment, career
damage)
Good intent
toward the other
Difficulty
(conflict, binds)
Spoiling
(betrayal, regret,
mentor off fast
track)

54.
distancementoring
How to use email:
Use this to set-up
meetings (face-to-face
or phone), clarify
plans/gials, pose non-
time urgent
questions, review
plans, maintain
contact

55.
distancementoring
How to use email:
Don’t use this to give
critical or complex
feedback, provide
impressions of others
behaviors, provide
impressions of third
parties, exchange
sensitive information

56.
distancementoring
COMMUNICATION
CHALLENGES:
• Listen for non-verbal
cues (e.g. pregnant
pauses, voice tone,
tempo, volume)
• Push for specific
information, clarify
meanings
• Summarize
agreements

57.
LER mentors
of
• Offer advise that helps mentee develop – role is NOT
to make decisions for mentee or micromanage
• Train to be efficient. Guidance and advice for one
mentee may also be appropriate for another
• Be aware of potential pitfalls: overdependence of
mentee, mentee exploitation of mentor’s infuluence.
• Be sensitive to difference between developing a
mentee and using a mentee
• Be aware if dynamics of the relationship.
Developmental needs may change.

58.
P mentors
TENTIAL
advice
to
• Recognize that the mentee may be
uncomfortable asking for help – break the ice by
sharing some of your career experiences
• Stay in your zone of expertise/experience
• Be clear that mentee sets pace of relationship
• Advise, do not manage
• Extend mentee’s developmental network –
suggest additional mentors to address
unique needs

59.
P mentors
TENTIAL
advice
to
• Engage mentees in on-going conversations
• Demystify the profession, organization or
business
• Provide constructive and supportive feedback
• Provide encouragement and support
• Look out for your mentee’s interests
• Treat your mentee with respect
• Individualize and personalize your interactions

60.
LER mentees
of
• Seek counsel and advice, not a supervisor who
directs actions
• Be aware of potential pitfalls: overbearing mentor,
mentor exploitation of mentee’s work
• Be sensitive to the difference between asking for
help/advice and demanding favors from your mentor
• Synthesize lessons learned from all mentors – become
your own person
• Recognize dynamics of the relationship

61.
P mentees
TENTIAL
advice
to
• Get mentors! Internal mentors help with current
organizational issues. External mentors help with
larger career issues and organizational moves.
• One mentor is unlikely to fulfill all developmental
needs
• Be proactive
• Set SMART development goals (Specific,
Measurable, Attainable, Relevant, Time-bound)

62.
P mentees
TENTIAL
advice
to
• Be efficient in your interactions with your
mentor
• Take yourself seriously
• Accept critiques in a professional manner
• Be responsible
• Demonstrate your commitment to the profession
• Follow your mentor’s advice
• Respect boundaries

63.
Workshop
Individual Development
Planning

64.
aftertheprogram
Relationships may come to a natural end when
a mentee learns enough to be independent
from specific mentors
New mentoring relationships with others may
be more beneficial than continuing an
exhausted relationship

65.
Pilot program will assess how mentoring met
needs of both mentees and mentors
Program end may not mean the end of the
relationship – informal mentoring can continue
if both parties agree
aftertheprogram

66.
“In learning you
will teach, and in
teaching you will
learn.”
- Phil Collins -