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ILM LEVEL 5  Certificate in Coaching & Mentoring In Management
Aims, objectives and assignment details
Aims and Objectives ,[object Object]
3 Units ,[object Object],[object Object],[object Object]
Assignment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Work Based Assignment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Coaching Diary
 
 
 
 
What is Coaching? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Training v Coaching
The Role of Mentoring ,[object Object],[object Object],[object Object],[object Object]
Mentoring Activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What is Mentoring? ,[object Object],[object Object],[object Object]
Co-Active Coach
The Coaching Star
Anthony Robbins ,[object Object],[object Object],[object Object]
[object Object],[object Object],What is Coaching?
 
Performance Improvement Models
Hersey and Blanchard
Direct Coach and support Partner The Coachee does not yet understand the task and what is expected of him.  He will be unsure of himself and his ability to perform The Coachee is growing in confidence and is looking for a deeper understanding and recognition for successful performance The Coachee can perform the task successfully on his own.  He is self reliant and wants to be trusted and supported when necessary Competence HIGH Self Reliance HIGH LOW
Learning by Reflection ,[object Object]
Reflection in experiential learning - Kolb 1. Experiencing 3. Conceptualization 2. Reflection 4. Planning
Learning loops   ,[object Object],[object Object],[object Object],[object Object],[object Object],Governing variable Action strategy Consequences Single-loop learning (Argyris and Sch ő n 1974)
Learning loops – Argyris 1973   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Governing variable Action Results consequences  mistakes Single-loop learning Double-loop learning
McGregor’s Theory X & Y THEORY X People lazy Need coercing THEORY Y Enjoy responsibility Hard working
Herzberg Hygiene Motivators ACHIEVEMENT Rewards and income Working conditions Inter personal relations Style of supervision Company policy Recognition Achievement The work itself Growth Responsibility Career advancement IRRITATORS
Gardner’s Multiple Intelligences ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Eight Intelligences ,[object Object],[object Object],[object Object],[object Object]
The Eight Intelligences ,[object Object],[object Object],[object Object],[object Object]
Learning and Development ,[object Object],[object Object],[object Object],[object Object]
Johari’s Window
 
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
 
GROW ,[object Object],[object Object], 
COACH ,[object Object],[object Object],[object Object],[object Object],What have you done so far? What does success look like to you? How could we go about that? How are you getting on?
PESOS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],MEDIC
MEDIC ,[object Object],[object Object],[object Object], 
Force Field Analysis ,[object Object],[object Object],[object Object]
Developing Force Field Analysis ,[object Object],[object Object],[object Object],[object Object]
Restraining Forces Driving Forces Now Goal Force Field Analysis
 
Models to aid  understanding of  your coachee
[object Object],[object Object],[object Object],[object Object],NLP Meta Models
NLP Thinking Styles ,[object Object],[object Object],[object Object],[object Object], 
Visual
Visual
Visual
Auditory
Auditory
Auditory
Kino
Kino
Digital
Digital
Auditory
Strength Deployment Inventory (SDI )
 
Blue ,[object Object],[object Object],[object Object],[object Object],[object Object]
Red ,[object Object],[object Object],[object Object],[object Object],[object Object]
Green ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Hub ,[object Object],[object Object],[object Object],[object Object],[object Object]
Applying the SDI ,[object Object],[object Object]
Legal Aspects of Coaching ,[object Object],[object Object]
Influencing Styles ,[object Object],[object Object],[object Object],[object Object],[object Object]
Influencing Styles ,[object Object],[object Object],[object Object],[object Object]
Influencing Powers ,[object Object],[object Object],[object Object],[object Object],[object Object]
Presenting a Business Case ,[object Object],[object Object],[object Object],[object Object],[object Object]
SMART Goals ,[object Object],[object Object],[object Object],[object Object],[object Object]
Dealing with performance problems and how they affect our coaching style
The “Amygdala Hijack” ,[object Object],[object Object],[object Object]
Amygdala Hijack ,[object Object],[object Object],[object Object],[object Object]
Stages of an Amygdala Hijack High Low Time Emotional Intensity Trigger Over-reaction ,[object Object],[object Object],[object Object],All learned early in life, so not always appropriate in adult situations. Regret or Remorse
Amygdala Hijack Exercise ,[object Object],[object Object],[object Object]
 
Conflict Sequence
Resolving Conflict ,[object Object],[object Object],[object Object],[object Object],[object Object]
Categories of feedback ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Just Stick to the Facts ,[object Object],[object Object],[object Object]
Giving Feedback
Good feedback ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Burger Feedback What I noticed that was good and the impact What you could do differently Overall favourable impression
Accentuate the Positive We have done a lot of work so far  and  we still have a lot to do. We have done a lot of work so far  but  we still have a lot to do.
Giving Feedback ,[object Object],[object Object]
Constructive Feedback ,[object Object],[object Object]
Reviewing our own ability to communicate effectively
Face To Face Communication
Questioning Skills ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Can you tell me? That’s interesting…? I was wondering...? I am curious to know…?
COMMAND QUESTION STATEMENT
Considerate Questioning Asks un-softened questions Answers normally Asks softened questions Answers normally
Intimate Zone less than ½ metre Personal Zone ½ metre - 1¼ metre
Listening Exercise
Listening Exercise Person A is to pick a topic and talk to the others about the topic for a few minutes
Listening Exercise The people B’s are to deliberately match person A’s posture and give eye contact.  You are  not  to listen.
Listening exercise The people C’s are to deliberately mis-match person A’s posture, i.e. to change your posture to the opposite. You are  not  to give eye contact but  must  listen.
In their shoes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Great Controversy ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Listening ,[object Object],[object Object],[object Object]
What Can You Match? ,[object Object],[object Object],[object Object],[object Object]
 
Social gaze
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Open Closed Arms folded Legs crossed Bodies turned away Back Forward Leaning forward Pointing towards you Open hands Fully facing you Both feet on ground Leaning back Looking up at ceiling Fiddling
Open Closed Back Forward RESPONSIVE REFLECTIVE FUGITIVE COMBATIVE
[object Object],[object Object],[object Object],[object Object],Networking
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Networking Tips
Undertaking Management Coaching or Mentoring in the Workplace
Plan, Do, Review ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Training Cycle Identify training needs Design training Conduct  training Has training worked?
Company Objectives Team & individual objectives Departmental objectives Strategic objectives INDIVIDUALS DEPARTMENTS DIVISIONS
 
Characteristics Essential Desirable Physical attributes Mental attributes Education and qualifications Experience, training and skill Personality Special circumstances
Characteristics Essential Desirable Physical attributes Good health record  Excellent health record Few absences from work Tidy appearance Smart appearance Creates good impression on others No significant disabilities which would affect performance of the job Capable of working for long hours under pressure Mental attributes Top 30% for general intelligence, verbal ability and numerical ability Top 10% for general intelligence, verbal ability and numerical ability Education and qualifications Good general school results with a particular aptitude for English Excellent school results with ‘A’ levels, Baccalauréat or equivalent Certificate or Diploma in Management Membership of Professional body Membership of Institute of Purchasing and Supply Experience, training and skill Five years’ experience in purchasing Ten years’ experience in purchasing Two years’ experience of supervising a small office or section Successful record of supervising qualified staff Good social skills Successful completion of reputable management training course Ability to write good reports and to understand basic financial information Ability to plan, organise, co-ordinate and control work under pressure Personality Career record shows ability to adjust to normal social circumstances Mature and socially well adjusted Able to communicate at all levels Special circumstances Able to work overtime and at weekends Willing to work long hours when required, and to transfer to other locations in  Able to travel to suppliers Fully mobile with valid driving licence
Skill or Quality Scale 0 –10 Importance To  Me To Company 1 2 3 4 5 6 7 8 9 10
Skill or Quality Low   High 0 2 4 6 8 10 1 2 3 4 5 6 7 8 9 10
 
 
 
Activist (Experiencers) Thrive on new experiences Open minded Involved Thrive on challenges Theorist (Conceptualisers) Create theories Analysts Rational Require certainty Pragmatist (Experimenters) Keen for new ideas Impatient Practical Keen to see business benefit Reflector (Evaluators) Stand back and ponder Cautious Low profile Listeners HONEY & MUMFORD’S LEARNING STYLES
 
 
Sense Do Think Watch
U nified Communications And Collaboration B usiness Intelligence E nterprise Content Management W orkflow S earch B usiness Data Catalog E xtensible UI O pen  XML File Formats W ebsite and Security Framework S ecured, Well-Managed Infrastructure Sense Do Think Watch Absorb info Seek meaning Personally involved Experience things Look other perspectives Know facts What do experts think? Research internet Analyse Structured Practical uses Test theories Edit info Hands on experience Solve problems Hidden connections Self discovery Experiment Transfer to the real world Variety Practical uses Test theories Edit info Hands on experience Solve problems Hidden connections Self discovery Experiment Transfer to the real world Variety Know facts What do experts think? Research internet Analyse Structured Practical uses Test theories Edit info Hands on experience Solve problems Hidden connections Self discovery Experiment Transfer to the real world Variety People/social based Absorb info Seek meaning Personally involved Experience things Look other perspectives Know facts What do experts think? Research internet Analyse Structured Reflect alone Practical uses Test theories Edit info Hands on experience Solve problems Nothing fuzzy Hidden connections Self discovery Experiment Transfer to the real world Variety Adapt and change 1 2 3 4 1 4 2 1 4 3 2 1 4
Hook Sell Engage Share Content Practise Do Experiment Perform Apply Why What How If
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],3 2 1 4
Belbin’s Team Roles ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Example Belbin’s Team Roles
Tuckman Forming Storming Norming Performing Adjourning
Myers Briggs (MBTI) ,[object Object],[object Object],[object Object]
Let’s classify you ,[object Object],[object Object],[object Object],[object Object]
Four Temperament Scales   2. Information-Gathering 3. Decision-Making 4. Life Style  E xtrovert: With People S ensing: Facts and Data T hinking: Logical, Rational J udging: Systematic, Organized F eeling: Impact on Others I N tuitive: Big Picture I ntrovert: Independent S P ontaneous: Changes Direction 1. Energy Source
Sixteen MBTI Types ISTJ-7  ESTJ-7  ISFP-1 ESTP-3  ISTP-3  INTJ-3  INFJ-2 ISFJ-4  INTP-6  INFP-3 ENFP-9 ESFP-4 ESFJ-5 ENFJ-6  ENTJ-11  ENTP-12
ILM LEVEL 5  Certificate in Coaching & Mentoring In Management

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Coaching And Mentoring Level 5 Slides Nov 2009

  • 1. ILM LEVEL 5 Certificate in Coaching & Mentoring In Management
  • 2. Aims, objectives and assignment details
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.  
  • 8.  
  • 9.  
  • 10.  
  • 11.
  • 13.
  • 14.
  • 15.
  • 18.
  • 19.
  • 20.  
  • 23. Direct Coach and support Partner The Coachee does not yet understand the task and what is expected of him. He will be unsure of himself and his ability to perform The Coachee is growing in confidence and is looking for a deeper understanding and recognition for successful performance The Coachee can perform the task successfully on his own. He is self reliant and wants to be trusted and supported when necessary Competence HIGH Self Reliance HIGH LOW
  • 24.
  • 25. Reflection in experiential learning - Kolb 1. Experiencing 3. Conceptualization 2. Reflection 4. Planning
  • 26.
  • 27.
  • 28. McGregor’s Theory X & Y THEORY X People lazy Need coercing THEORY Y Enjoy responsibility Hard working
  • 29. Herzberg Hygiene Motivators ACHIEVEMENT Rewards and income Working conditions Inter personal relations Style of supervision Company policy Recognition Achievement The work itself Growth Responsibility Career advancement IRRITATORS
  • 30.
  • 31.
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  • 33.
  • 35.  
  • 36.
  • 37.  
  • 38.  
  • 39.
  • 40.
  • 41.
  • 42.
  • 43.
  • 44.
  • 45. Restraining Forces Driving Forces Now Goal Force Field Analysis
  • 46.  
  • 47. Models to aid understanding of your coachee
  • 48.
  • 49.
  • 56. Kino
  • 57. Kino
  • 62.  
  • 63.
  • 64.
  • 65.
  • 66.
  • 67.
  • 68.
  • 69.
  • 70.
  • 71.
  • 72.
  • 73.
  • 74. Dealing with performance problems and how they affect our coaching style
  • 75.
  • 76.
  • 77.
  • 78.
  • 79.  
  • 81.
  • 82.
  • 83.
  • 85.
  • 86. Burger Feedback What I noticed that was good and the impact What you could do differently Overall favourable impression
  • 87. Accentuate the Positive We have done a lot of work so far and we still have a lot to do. We have done a lot of work so far but we still have a lot to do.
  • 88.
  • 89.
  • 90. Reviewing our own ability to communicate effectively
  • 91. Face To Face Communication
  • 92.
  • 93. Can you tell me? That’s interesting…? I was wondering...? I am curious to know…?
  • 95. Considerate Questioning Asks un-softened questions Answers normally Asks softened questions Answers normally
  • 96. Intimate Zone less than ½ metre Personal Zone ½ metre - 1¼ metre
  • 98. Listening Exercise Person A is to pick a topic and talk to the others about the topic for a few minutes
  • 99. Listening Exercise The people B’s are to deliberately match person A’s posture and give eye contact. You are not to listen.
  • 100. Listening exercise The people C’s are to deliberately mis-match person A’s posture, i.e. to change your posture to the opposite. You are not to give eye contact but must listen.
  • 101.
  • 102.
  • 103.
  • 104.
  • 105.  
  • 107.  
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  • 118.  
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  • 120.  
  • 121.  
  • 122.  
  • 123.  
  • 124.  
  • 125.  
  • 126. Open Closed Arms folded Legs crossed Bodies turned away Back Forward Leaning forward Pointing towards you Open hands Fully facing you Both feet on ground Leaning back Looking up at ceiling Fiddling
  • 127. Open Closed Back Forward RESPONSIVE REFLECTIVE FUGITIVE COMBATIVE
  • 128.
  • 129.
  • 130. Undertaking Management Coaching or Mentoring in the Workplace
  • 131.
  • 132. Training Cycle Identify training needs Design training Conduct training Has training worked?
  • 133. Company Objectives Team & individual objectives Departmental objectives Strategic objectives INDIVIDUALS DEPARTMENTS DIVISIONS
  • 134.  
  • 135. Characteristics Essential Desirable Physical attributes Mental attributes Education and qualifications Experience, training and skill Personality Special circumstances
  • 136. Characteristics Essential Desirable Physical attributes Good health record Excellent health record Few absences from work Tidy appearance Smart appearance Creates good impression on others No significant disabilities which would affect performance of the job Capable of working for long hours under pressure Mental attributes Top 30% for general intelligence, verbal ability and numerical ability Top 10% for general intelligence, verbal ability and numerical ability Education and qualifications Good general school results with a particular aptitude for English Excellent school results with ‘A’ levels, Baccalauréat or equivalent Certificate or Diploma in Management Membership of Professional body Membership of Institute of Purchasing and Supply Experience, training and skill Five years’ experience in purchasing Ten years’ experience in purchasing Two years’ experience of supervising a small office or section Successful record of supervising qualified staff Good social skills Successful completion of reputable management training course Ability to write good reports and to understand basic financial information Ability to plan, organise, co-ordinate and control work under pressure Personality Career record shows ability to adjust to normal social circumstances Mature and socially well adjusted Able to communicate at all levels Special circumstances Able to work overtime and at weekends Willing to work long hours when required, and to transfer to other locations in Able to travel to suppliers Fully mobile with valid driving licence
  • 137. Skill or Quality Scale 0 –10 Importance To Me To Company 1 2 3 4 5 6 7 8 9 10
  • 138. Skill or Quality Low High 0 2 4 6 8 10 1 2 3 4 5 6 7 8 9 10
  • 139.  
  • 140.  
  • 141.  
  • 142. Activist (Experiencers) Thrive on new experiences Open minded Involved Thrive on challenges Theorist (Conceptualisers) Create theories Analysts Rational Require certainty Pragmatist (Experimenters) Keen for new ideas Impatient Practical Keen to see business benefit Reflector (Evaluators) Stand back and ponder Cautious Low profile Listeners HONEY & MUMFORD’S LEARNING STYLES
  • 143.  
  • 144.  
  • 145. Sense Do Think Watch
  • 146. U nified Communications And Collaboration B usiness Intelligence E nterprise Content Management W orkflow S earch B usiness Data Catalog E xtensible UI O pen XML File Formats W ebsite and Security Framework S ecured, Well-Managed Infrastructure Sense Do Think Watch Absorb info Seek meaning Personally involved Experience things Look other perspectives Know facts What do experts think? Research internet Analyse Structured Practical uses Test theories Edit info Hands on experience Solve problems Hidden connections Self discovery Experiment Transfer to the real world Variety Practical uses Test theories Edit info Hands on experience Solve problems Hidden connections Self discovery Experiment Transfer to the real world Variety Know facts What do experts think? Research internet Analyse Structured Practical uses Test theories Edit info Hands on experience Solve problems Hidden connections Self discovery Experiment Transfer to the real world Variety People/social based Absorb info Seek meaning Personally involved Experience things Look other perspectives Know facts What do experts think? Research internet Analyse Structured Reflect alone Practical uses Test theories Edit info Hands on experience Solve problems Nothing fuzzy Hidden connections Self discovery Experiment Transfer to the real world Variety Adapt and change 1 2 3 4 1 4 2 1 4 3 2 1 4
  • 147. Hook Sell Engage Share Content Practise Do Experiment Perform Apply Why What How If
  • 148.
  • 149.
  • 150.
  • 151. Tuckman Forming Storming Norming Performing Adjourning
  • 152.
  • 153.
  • 154. Four Temperament Scales 2. Information-Gathering 3. Decision-Making 4. Life Style E xtrovert: With People S ensing: Facts and Data T hinking: Logical, Rational J udging: Systematic, Organized F eeling: Impact on Others I N tuitive: Big Picture I ntrovert: Independent S P ontaneous: Changes Direction 1. Energy Source
  • 155. Sixteen MBTI Types ISTJ-7 ESTJ-7 ISFP-1 ESTP-3 ISTP-3 INTJ-3 INFJ-2 ISFJ-4 INTP-6 INFP-3 ENFP-9 ESFP-4 ESFJ-5 ENFJ-6 ENTJ-11 ENTP-12
  • 156. ILM LEVEL 5 Certificate in Coaching & Mentoring In Management