Mentoring and coaching oct2015 uwi

How to Stop Managing
And Start Coaching
Leahcim Semaj, PhD
The Leadership Development Programme
Human Resource Management Division
The University of the West Indies, Mona Campus
October 20, 2015

October 20, 2015 2
Dr. Leahcim Semaj
Chief Ideator & Resultant
The JobBank
Keep In Touch!

Course Outline
1. The What and Why of Coaching &
Mentoring; The Processes as Learning
Platforms
An in-depth discussion of coaching and
mentoring, their differences, and their
value and importance to an
organisation.
10/20/2015 www.LTSemaj.com 3

Course Outline
2. Basic Coaching Models, Mentoring
Models and Goal-Setting Approaches
* An overview of coaching and
mentoring models and goals-theory
application approaches.

Course Outline
 3. Coaching & Mentoring in Practice -
Do’s and Don’ts
* Learn the many facets of coaching
including what to do and what not to do.
* Techniques and tools to use to become
highly effective coaches and mentors.

Course Outline
 4. Understanding Personality and Its Implications on
Your Coaching/Mentoring Style
 The physical elements of coaching/mentoring delivery
including the your tone of voice, word choice, body
language, and timing.
 An understanding of how to devise coaching
/mentoring strategies and anticipate pacing
requirements that will be effective with a variety of
coachees/mentees.10/20/2015 www.LTSemaj.com 6

Course Outline
5. Understanding How to Use Vocal and
Visual Control in Coaching & Mentoring
* Vocal and Visual control, and their
contributory ratios to the unspoken
“balance of power” in any human
interaction.

810/20/2015 810/20/2015 8
“We have all that we need
to create what we want
because all the resources
we need are in our minds”
Theodore Roosevelt

My Experience
CCNY, Rutgers, Cornell, UWI

www.LTSemaj.com 10
The Crisis in Management
Manager
as
Prefect
Manager
as
Headman

10/20/2015 www.jobbank-ja.com 11
The Traditional Responsibilities of The
Supervisor
1. Scheduling and tracking progress
2. Teaching new skills
3. Evaluating employee performance
4. Enforcing work rules and safety
policies
5. Selecting personnel

The Supervisor is Now Responsible
for Ensuring Total Quality
Service that
exceeds
customers
expectation
 CONTINUOUS IMPROVEMENT
 EMPLOYEE INVOLVEMENT
 CUSTOMER FOCUS
 MEASUREMENT

The Expanding Role Of The Supervisor
1. Developing teamwork
2. Encouraging continuous improvement
3. Encouraging employee involvement
4. Customer focus
5. Measurement

Role Conflict
Traditional
roles
New
roles

Contrasting The Roles
EXPANDED
 Developing teamwork
 Encouraging continuous
improvement
 Encouraging employee
involvement
 Customer focus
 Measurement
TRADITIONAL
 Scheduling and tracking
progress
 Teaching new skills
 Evaluating employee
performance
 Enforcing work rules and
safety policies
 Selecting personnel

The New Way
 Performance coaching
represents a new philosophy
in developing people
 Based on the hands-on
experience and on-the-job
knowledge of the immediate
supervisor
 You focus on the
company’s business
objectives
 You connect training
to the job

Coach Your Workers
To a
winning
season

Question
What percentage
of your work force
is performing at
peak levels?

If Your Employees Are Average
 Probably no more than 20 %
 These top performers often
are eager to learn because
they have high achievement
drives

Your Job
To get the
remaining 80%
to follow suit

One Way to Do This
Coaching and
Mentoring them

All of Us Need Coaches
 Most people work
 Learn
 Stretch more
 If they are encouraged and
coached
 Than if they try to go it alone

Everyone Needs a Push Sometimes
Muhammad Ali
Asked to identify the
greatest lesson he
learned in life
The Sonny Liston title
fight in January 1964

“Liston Was the Strongest Man I Ever Fought”
“Every time I hit him, it hurt
me worse than it did him
When the 6th round ended
 I was completely spent
 I couldn’t even raise my
arms”

“I Couldn’t Even Stand up
to Go Back Into the Ring”
“I’m going home! I
told Angelo
Dundee
I’m not going back
in there!”

Dundee Demanded That Ali Get
Back in the Ring
Ali refused
The bell rang
Ali still didn't rise

Dundee Pushed Him and Shouted
“Get in there
and don’t come
out until you
are
heavyweight
champion of
the world”

Ali Struggled to His Feet
Liston didn’t
Ali won the title

The Lesson of Coaching
 “The greatest lesson
I’ve learned is to
have someone
pushing you and
making you do things
you didn’t think you
can do”
The Greatest Athlete of the 20th Century

Managers Change -
From Supervisors to Coaches
 Coaches help teams solve
problems
 Old Order bosses design and
allocate work, supervise, check,
monitor and control
 Teams do these things for
themselves
 Mentors look out for long term
career development

Middle Management Has A
New Role
 From guardians of the functional
units to smashers of the
boundaries
 To facilitators of the teams on
the front line
 From defending what use To be
 To encouraging what should and
can be

Organizational Structure Changes-
From Hierarchical to Flat
 The team and the
process is the reality
 Coequal people can
operate with autonomy
and fewer managers
 A manager can
typically supervise
about seven people
 He can coach up to
30 or 40

How to Stop Supervising
And Start
Coaching
A
JobBank
Presentation

Mentorship - Origins
 The first recorded modern usage of the term can be
traced to a book entitled
 "Les Aventures de Telemaque",
 by the French writer François Fénelon
 In the book the lead character is that of Mentor.
 This book was published in 1699 and was very popular
during the 18th century
 The modern application of the term can be traced to
this publication.

Mentorship - Origins
 This is the source of the modern use of the word mentor:
 a trusted friend, counselor or teacher, usually a more
experienced person.
 Some professions have "mentoring programs"
 in which newcomers are paired with more experienced people,
 who advise them and serve as examples as they advance.
 Schools sometimes offer mentoring programs to new
students,
 or students having difficulties.

Today Mentors
 provide expertise to less experienced individuals to
help them
 advance their careers,
 enhance their education,
 and build their networks.
 In many different arenas people have benefited
from being part of a mentoring relationship.

DEFINITION OF MENTORING
A deliberate, conscious, voluntary relationship:
• That may or may not have a specific time limit
• That is sanctioned or supported by the Company
 by time, acknowledgement of supervisors
 Or administrators,
 or is in alignment with the mission or vision of the organization

MENTORING
• Occurs between an experienced, employed (the
mentor)
• and one or more other persons
• the partners/graduates
• Who are generally not in a direct, hierarchical or
supervisory chain-of-command

MENTORING
• The outcome of the relationship is expected to benefit all
parties in the relationship (albeit at different times)
for personal growth,
career development,
lifestyle enhancement
spiritual fulfillment,
goal achievement
and other area mutually designated by the mentor and the partner
• With benefit to the Company

MENTORING
• Such activities taking place on
• a one-to-one,
• small group
• or by electronic
• or telecommunication means
• Typically focused on
• interpersonal support,
• guidance, mutual exchange,
• sharing of wisdom,
• coaching,
• and role modeling

Mentee
 The student of a mentor is called a protégé.
 Sometimes, the protégé is also called a mentee.
 The -or ending of the original name Mentor does not
have the meaning of "the one who does something",
 as in other English words such as contractor or actor
 The derivation of mentee from mentor is therefore an
example of backformation
 (cf. employer and employee)

Notable Mentorships
 Authors -
 H.P. Lovecraft mentored Robert Bloch, Clark Ashton
Smith, and Robert E. Howard
 Business people -
 Freddie Laker mentored Richard Branson
 Politicians -
 Aristotle mentored Alexander the Great

Notable Mentorships
 Directors -
 Roger Corman mentored Francis Ford Coppola,
 Martin Scorsese, Ron Howard, Peter Bogdanovich, Jonathan
Demme, Joe Dante,
 James Cameron, John Sayles, Donald G. Jackson, Gale Anne
Hurd, Carl Colpaert,
 Monte Hellman, Paul Bartel,George Armitage,
 Jonathan Kaplan, George Hickenlooper, Curtis Hanson, and Jack Hill.
 Martin Scorsese
 mentored Oliver Stone at New York University

Notable Mentorships
Actors -
 Laurence Olivier mentored Anthony Hopkins.
 Martin Landau mentored Jack Nicholson.
 Mel Gibson mentored Heath Ledger
Musicians -
 Johann Christian Bach mentored Wolfgang Amadeus
Mozart.
 Dr. Dre mentors Eminem.

Notable Mentorships
 Athletes -
 Eddy Merckx (five-time Tour de France winner) mentored Lance
Armstrong (seven-time Tour de France winner).
 Bobby Charlton mentored David Beckham
 Movies -
 Obi-wan Kenobi mentored Anakin Skywalker and his son Luke
Skywalker

Notable Mentorships
 Television -
 Perry Cox mentored J.D. (Scrubs)
 Video Games -
 The Boss mentored Naked Snake.
 Solid Snake, mentored Raiden.
 Poetry -
 Seamus Heaney mentored Paul Muldoon

Jamaican Mentorship Examples?

Coaches Are Mentors
Allows you to share your
experiences with your
employees
Help them achieve the
same level of success as
you

Coaches Are Mentors
As they benefit from your
experiences, they avoid
the mistakes that can set
back or ruin their careers

Mentoring
 Helps you to become a
caring, sympathetic
and patient supervisor
 You learn to listen to
the fears and
frustration of your
employees, as well as
the joy and victory
Can increase your
motivation and
enthusiasm towards
you as you help
employees walk the
same path you
followed

Organisational Benefits
The success of an
organisation is based
on the success of an
employee

Organisational Benefits
Employees who
perform well and
are happy in their
jobs enhance their
career prospects

MORE BENEFITS
 They improve
the performance
of their company
 Improve
relationships
between managers
and employees –
further improving
performance and
productivity of
employees

How to be a Good Mentor
1. CREATE A NETWORK
 A network of contacts with various
departments and hierarchical levels
 provide knowledge about the
organisation’s history, philosophy,
strategic direction
 you can share with your workers

2. Allow Freedom
Sometimes being exposed to
different values, beliefs and goals
is necessary to help employees
grow
Employees may want to turn to
someone other than you

3. Invest your time wisely
Don’t spend time on
employees who are always
focused on the negative
aspects of their work and
having nothing good to say
about the company or its
people

Invest your time wisely
Your time is better spent
with positive employees
who are open to
suggestions
 and ready to take
responsibility for their
growth and development

4. Give & You Get Back
 Mentoring is reciprocal
 When you share your
knowledge and experiences –
you’ll gain insights and
knowledge about yourself and
your job

5. Be patient
A mentoring relationship
must be allowed to
develop naturally

6. Be an active listener
 No relationship can succeed if
the supervisor does not actively
listen to employees
 You will be able to gather
information from your
employees through verbal and
non-verbal cues

7. Have Chemistry
 A personal
chemistry between
managers and
employees must
exist for the
mentoring
relationship to be
successful

8. Formally Establish
a Mentoring Relationship
You can
develop a
formal
development
plan with each
employee

Outlines your responsibilities
 The goals and
outcomes your
employee wants to
achieve
 The action steps and
strategies that will be
used to achieve them

9. Establish Relationship Boundaries
 Some topics have to remain taboo
even in mentoring relationships
 Example
 promotions
 your relationships with managers
 In order to develop trust and harmony
in the relationship, be clear and
forthright about the boundaries

10. Create Reciprocity
 Both parties
must benefit from
the mentoring
relationship
 clearly your
employee will
benefit the most
 Managers and
employees grow
and learn from
each other

11. Develop Synergy
Synergy occurs
when the whole
is greater than
the sum of parts

The best mentoring relationships
 Enhance and encourage
the confidence and
creativity of both the
managers who is guiding
the employee and the
employee who is learning
how to succeed

As a Performance Coach
 You make sure that
employees receive
on-target training
 You are
accountable for the
performance of
employees being
trained

As a Performance Coach
 It is results that
count
 not the training
activity
 No more training
for training’s
sake

What does this mean?
 Break up training into
small units that last only
a few hours or less
 This eliminates
launching a tidal wave
of information at
employees that they
forget as soon as they
step out of the
classroom

Performance Coaching
 Developing the full
potential of
employees
 Help to identify and
grow the personality
and performance
strengths that will
make them better
employees

 Build the
relationship
with employees
that motivate
and inspire
them to better
themselves

You Also Need To Be
An
Effective
Career
Coach
A
Good
Mentor

So What?
For many, training,
coaching and
mentoring employees
is just another task to
be added to their
already overflowing
agenda

The Reason:
They view
employee
development as
an activity
irrelevant to the
job they must
accomplish

The Reason:
An investment of
their time with no
return
Is this true?
What is your
position?

Gets
Results

How?
Results in
new on the
job skills and
measurable
performance
improvement
Creates
employees
who are
confident
and
ambitious

Human Resource Professionals
Support
you in
your new
training
role
 Developing training
activities and
teaching training
skills such as how
to make
presentations and
lead discussions

In Addition:
They should be
responsible for
the
organisation's
performance
management
system
 Performance
standards
 Evaluation
systems
 Compensation
and reward
systems

How to
Build Relationships With Workers
A performance-
coaching
relationship with
your employees
must include
some special
components

1. Freedom From Fear
 Fear kills organisational
and individual
performance
 An intimidating boss and
constant fear of reprisals
make employees:
 Frustrated
 Angry
 Resentful

What of Relationships?
 Good relationships can’t
survive under such
conditions
 Do not emotionally and
verbally abuse employees
 Give them leeway to be
creative
 Even to make mistakes
 Without fear of retribution

2. Communication
 Two-way communication
 Need good listening skills
to encourage employee
communication
 Communicating on the
same level and with the
same language

3. Interaction
 To have healthy
fear-free - and
mistake-free
communication:
 You should allow
personal interaction
between self and
employees

4. Acceptance
 Relationships
must be non-
judgmental
 Be ready to
listen to what
employees
have to say

5. Personal Involvement
 Know your
employees as
human beings
 Let them
know you as
a human
being

6. Trust
Based on
mutual
respect
and truth

7. Honesty
 Relationships
depend on total
honesty
 That doesn’t
mean you can’t
hide things that
will hurt your
employees

8. Self-Esteem
 Employees
and
supervisors
will
experience
higher self-
esteem

9. Personal and
Professional Development
 The manager's job
is to offer the right
work assignments
and help the
employees achieve
their goals

Principles of Training
You should
follow four
principles
when training
employees

First - MEANING
 Present
information only
if it is
meaningful
 Theory should
be tied to
practical
applications

Second - MASTERY
 Present information in a
way that permits
mastery
 Employees have to
understand completely
and be able to use what
you are training them to
do

Third - ONE CONCEPT
Present
only one
idea or
concept at
a time

Fourth - FEEDBACK
Use
feedback
and frequent
summaries

The Seven Laws of Training
 The following
laws of training
will help you
perform the task
of the trainer
better

1. The Law of The Trainer
 You have to convince
employees that you
know what you're
talking about
 Must have both
knowledge and
experience in the
subject being taught

2. The Law of The Learner
 Learners pay
attention if
you use
diversionary
methods such
as games or
exercises

Training and Performance Aids
 User friendly
aids such as
laminated cards
or posters can
be used to keep
key points fresh
in employees'
minds

3. The Law of The Language
 Training must be
conducted in
plain, intelligent,
understandable
language if it is to
be successful

4. The Law of The Training Session
 Training must be
tied to a frame of
reference that
employees can
understand
 Something the
employee is
familiar with

5. The Law of the Training Process
 The best learning
process challenges
employees to
study for
themselves
Don't spoon-
feed them

6. The Law of the Learning Process
The
material
must be
applicable
to the job

7. The Law of Review,
Application and Evaluation
 Review the
material to
ensure that the
employee fully
understand it
 And know how
to apply it to
their jobs

Coaching
Part 2

Some Techniques
For Coaches
 Harvard Business
Review
 Nov-Dec 1996
 James Waldrop and
Timothy Butler

Practice
Active Listening
 Paraphrase
so that the
person knows
you truly
understood
them

Support learning
through action and reflection
 Take time after a
specific event or
during the
scheduled coaching
meeting to ask
some questions

Questions To Ask
 "What happened?
 What did you do?
 How successful do you think the
action was?
 How did you feel before, during, and
after?
 How did other people react?
 Did you get any feedback?
 Do you need to follow up?"

One goal of the coach in
the action-and-reflection cycle
 To make the
worker realise
how his
behaviours
affect his ability
to succeed
 The best way to
accomplish that
is to ask him to
imagine how
others might be
reacting to his
behaviour

Move from easy to hard
1 1 3   Don’t expect
the
behavioural
goal to be
reached
without some
trial and error
along the way

WHEN WORKING ON SEVERAL BEHAVIOURS
Pick the one
that is likeliest
to change
quickly and
with the least
amount of
trauma

Set Microgoals
 These goals
approximate the
ultimate goal and
form the basis for
reflection and
discussion between
coach and worker

If the ultimate goal is to be more trusted
and approachable
 Successive
microgoals might
be to ask a staff
assistant how his
weekend went
 To solicit other
people's opinions
about a decision
 To follow up with
them afterward
 To ask more people
out to lunch
 To take notes about
how a particularly
bothersome
relationship is
progressing

If the ultimate goal is to stop overly
controlling behaviour
 A series of
microgoals might
encourage the
worker to hold
back her opinion
in a meeting until
everyone else has
spoken

Use tape delay
 The coach
encourages the
worker who gets
into trouble by
speaking before
thinking to wait for
five seconds
before reacting in
meetings

Practice script writing and role-playing
 The coach can help
the worker who
has problems
communicating by
encouraging him to
write scripts and
then to play out
possible scenarios

Set up relationship-repair meetings
 The coach must ask
many questions of
the worker to find
out what is
happening in a bad
relationship

Set up relationship-repair meetings
 When the worker is
ready to work on the
relationship, the coach
may help him script
and play out a first
meeting
 It also may be of
benefit if the coach
acts as meeting
facilitator

Encourage
more positive feedback
 We tend to
focus on
problems
more than on
successes

Napoleon stressed how everyone
responds to rewards when he said,
 "Men don't risk
their lives for
their country.
Men risk their
lives for medals”
 Human nature
has not changed

At the End of the Training
 Both trainer
and employee
should be
evaluated

Make Training Work at Work
 Refresher courses help
employees review the
material
 talk about the difficulties
 integrating new skills or
knowledge in the
workplace

Journals and Daily Logs
 Journals and Daily
Logs allow
employees to to
record the
circumstances and
events in applying
the learning

Follow-up Activities
 One-on-one
interviews
 Focus-groups
sessions
 Used to see the
problems employees
are having in
applying the learning

Failure Analysis
Remember
that failure
is part of
the learning
process

Study Failure
To see how you
can better design
future training so
that applying it
can be done with
minimal
disruption

How to be
an Effective Career Coach
 The primary
purpose of career
coaching is to help
employees consider
alternatives and
make decisions
regarding their
careers

Get the Right Person in the
Right Job
 Prevents
organisations from
investing too much
time and money in
employees who are
not suited for
certain jobs or
responsibilities

Career Coaching
 Identifies
advancement
possibilities for
employees
 Encourage them
to stay with the
firm

The Career Coach
 Managers and
Supervisors rather
than human
resource
professionals are
the best choices for
career coaches
 most familiar with
employees'
performances
 They are the ones
accountable for
those
performances to
motivate and
encourage their
employees

The Right Environment
 To succeed as a career coach
employees must be willing and
able to confide in you
 There must be a climate of open,
honest communication between
you and your employees

Positive Communication
 Is more than paying
"my door is always
open” lip service
 Employees have to
believe that you are
sincerely concerned for
their well-being

Interpersonal Communication
 Once you create and
open environment the
stage is set for you to
be a career coach
 Your interpersonal
communication skills
are critical

Attending Skills
 Show concern for
employees
 acceptance,
empathy and
understanding
 Create trust and
fearlessness in
employees

Active Listening
 Means that you
are more
interested in
hearing what the
employee has to
say than hearing
your own voice

Questioning
To clarify
employee
comments

Reflective Skills
 You reflect on
what employees
have said
 Paraphrasing
 Clarifying
 Interpreting
 Summarising their
feelings and
thoughts

Good Career Coaches
 Career coaches must deal with
three different types of employees:
Movers
Middle-of- The-Roaders
Stuckies

Movers
 Movers live to work
 Their work defines
who they are

Movers
 They are interested in
learning new skills
and want to apply
them on the job
 They have a long-
term perspective on
their careers and are
always looking ahead

Middle-of-the-Road Employees
 Balance their work and personal-life responsibilities
 More than upward momentum, these employees
are looking for stability
 They want challenges but not risks
 Job rotation is a nuisance, not an opportunity

Stuckies
 These employees view
their careers, their
jobs and often
themselves negatively
 They don't see
themselves going
anywhere and they
leave eventually

The essence of coaching is
To be
imaginative
and to look for
a variety of
solutions

Coaching must reflect
 The complexity and difficulty of
genuine efforts to change
behaviour
 Behavioural change requires
understanding one's effect on
other people
 A process that can be painful

Change requires endurance:
It may take
place over
months, not
weeks or days
But
eventually...

Change requires faith:
 Progress in the
beginning may come in
small increments as the
worker moves from
minor modifications to
more noticeable
differences

Change takes vigilance
and self-discipline:
Sliding
backward is
almost always
easier than
moving
forward

Change means
deferring gratification:
 Expect no applause;
 Even after a behaviour
changes for the better,
few people will notice
until new behavioural
patterns are well
established

Change Is Not Linear:
?
Allow for the
occasional slip
backward as
well as the
leap forward

Getting Results Through Rewards
 As a performance
coach, you push and
encourage your
employees to perform
better – for
themselves and the
organisation
 You must reward their
commitment and effort

Bad Reward Strategies
 Some reward
strategies undermine
employee
performance rather
than enhance it

 A company rewards
employees for quality
work and then put
such stringent
deadlines on that
work that quality
suffers

 Employees that fail
to meet deadlines
are penalised

Other companies state expectations
 But fail to
reward, or
even monitor
employee
performance
in those areas
 Employees
base their
priorities on
what you
inspect rather
than what
you expect

You can say that you expect quality
 but if quality
control is not a
priority in your
organisation then,
quality does not
become a priority
for your employees

Employees
know they’ll
neither be
rewarded nor
penalised in
that area
Why should it?

Don’t treat all results the same
 By not communicating
which results are
important
 This can confuse
employees who may
work hard to produce
unimportant results

Good Reward Strategies
 There are four
reward strategies
that help
performance
coaches enhance
employee
performance and
commitment

1. Reward long-term solutions
 Examples include a yearly
bonus in stock credits to be
redeemed at retirement
 Sabbatical program for
employees who have long
time service
 Compensation system tied to
the long time performance
and profitability of the
company

2. Reward Entrepreneurship
Employees should
be recognised and
rewarded for having
the self-confidence
to act on their
convictions

Employees experience “controlled” failure
This failure will
be a learning
experience that
will benefit both
employees and
the company

3. Reward performance improvement and quality work
 Clearly
communicate
the
performance
and quality
level you are
expecting from
the employee
 When that level
is reached,
there should be
some kind of
reward in
recognition of
the employee’s
efforts

4. Reward Teamwork
 Many companies
talk about the
importance of
teamwork and
then reward
individual efforts
and
contributions
 Reward employees
for the efforts of
the team rather
than for their
individual roles
 This will further
encourage
teamwork

What Rewards?
 Performance-
based money
rewards, such
as bonuses
and profit
sharing plan
 Recognition
(formal and
informal)
 Advancement
opportunities
 Greater
autonomy

IN SUMMARY
 Why Should
You be a
Coach?
 How to Build
Relationships
With Workers
Principles of Training
 MEANING
 MASTERY
 ONE CONCEPT
 FEEDBACK

The Seven Laws of Training
 1. The Law of the Trainer
 2. The Law of the Learner
 3. The Law of the Language
 4. The Law of The Training Session
 5. The Law of the Training Process
 6. The Law of the Learning Process
 7. The Law of Review,
Application and Evaluation

Some Techniques For Coaches
ACTIVE LISTENING
Learning through action and
reflection
Move from easy to hard
Microgoals
Tape delay

Some Techniques
For Coaches
 Script writing and role-
playing
 Relationship-repair
meetings
 The use of positive feedback
 Trainer and employee
should be evaluated

You Need To Be
An
Effective
Career
Coach
A Good
Mentor

Your Action Plan:
Time Frame
YOU
Your
Team
Immediately
Next 4 Weeks
Next 4 Months

October 20, 2015 175
Dr. Leahcim Semaj
Chief Ideator & Resultant
The JobBank
Keep In Touch!

Mentoring and coaching oct2015 uwi

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