Managerial Accounting 5th Edition by Stacey Whitecotton test bank.docx
Coaching & Mentoring Slides by AdnanMarch 2024.pptx
1. Organisational Coaching – The
Vision and Benefits
Paul Blacklock
Organisational Development
Practitioner – Gateshead Health
NHS Foundation Trust
2. Coaching and Mentoring
What is a mentor?
‘The mentor is someone – usually more
senior or experienced – who is appointed or
chosen to help and advise another employee’
(Downey, M 2002: Effective Coaching)
3. Coaching and Mentoring
What is a coach?
Coaching is the unlocking a persons / groups
potential to maximize their own performance. It
is helping them to learn rather than teaching
them.
(Gallway, T in Whitmore, J 2009: Coaching For
Performance)
4. Coaching and Mentoring
Clutterbuck and Megginson (2010) attempt to define the difference by stating that coaching
affects performance change and that mentoring influences career self-management.
Focus Role Processes Environment
Coach Specific
areas or
issues at
work
Short-
term
Does not need to
be SME
Tends to be structured,
regular meetings
Mentor Career and
personal
development
Long-
term,
holistic
Usually more
experienced.
Passes on
knowledge and
development
Infrequent, informal
meetings. Mentee sets
agenda, seeks
advice/guidance/
support
5. Coaching and Mentoring
When should you use mentoring
• A new member of the workforce arrives
• Change in role
• Any time the management or individual feel the requirement
When should you use coaching
• Continually used in order to enhance the individual, team and organisation
6. Coaching
Benefits for the organisation
Empowers individuals and encourages them to take responsibility
Increases employee and staff engagement which can lead to higher
retention
• Improves individual performance and supports employees with new
responsibilities
Helps identify and develop high potential employees
Helps identify both organisational and individual strengths and
development opportunities
Helps to motivate and empower individuals to excel
Demonstrate to employees that an organisation is committed to
developing its staff and helping them improve their skills
7. Coaching
Benefits for the individual
• Have a positive impact on performance
• Learn to solve own problems
• Improve managerial skills
• Learn how to identify and act on development needs
• Greater confidence
• Greater self-awareness
• Identify and resolve issues that might otherwise affect performance
• Acquire new skills and abilities
• Develop greater adaptability to change
8. Coaching in Practice
‘If we did all the things
we were capable of doing,
we would literally
astound ourselves.’
Thomas Edison
9. Performance Equation
Performance = Potential - Interference
“He must think of his people in terms of their
potential, not their performance.” (Whitmore 2009)
14. Feedback
Give/receive constructive feedback – balances negative
points with positive ones to build a positive self-image.
Allowing two way feedback builds trust which supports a
stronger belief in the coach/coachee relationship
15. Goals
Set Goals – use the GROW model and SMART targets. This ensures the
individual’s Expectations are realistic and that improvements in
performance can be clearly measured through results
16. GROW
1. Goal
2. Reality
3. Options
4. Will
What is the focus?
What happened or occurred?
What can be done differently?
What impact will the change
have and is that a desired
outcome?
18. Effective Questions
Employ effective questions – to raise awareness. To give
ownership of Actions back to the individual and promote a
positive Attitude to future goals.
Eg: What do you think you have to do to improve your
performance?
What will you have to do to progress to the next level?
20. Developing a Coaching
Culture at Gateshead
Health
Organisations go through 4 phases of coaching (Peterson 2010)
- Stage 1. Ad hoc coaching - driven by individuals
- Stage 2. Managed coaching driven by a champion or sponsor
- Stage 3. Proactive coaching driven by business need
- Stage 4. Strategic coaching driven by organisational talent
strategy
21. Developing a Coaching
Culture at Gateshead
1. Engaging current coaches
2. Engaging wider organisation
3. Evaluating benefits and revising offer
22. Feedback from Coaches
Short-term aspiration Medium/long term aspiration
Comms – spread the word about coaching. Change the perception of coaching
Identify an active senior sponsor for the
coaching programme to promote it
Coaching Pipeline.
Continue to develop wider coaching
network
‘Spring clean’ and develop coaching
resources. Explore coaching website
Establish supervision for existing coaches Build on and expand pool of coaches.
Create coaching case studies Establish Return on Investment measure
Establish baseline measure to assess
current coaching offer in the Trust
Explore tech options for coaching. Virtual
offer for staff.
Review contracting arrangements for
coaching conversations
Develop flexibility of coaching offer so its
available outside office hours
‘Buddy’ up new coaches and give instant
access to coaching drive, move resources to
Pandora for easier access
Explore external coaching opportunities
for Trust coaches
Plan/deliver CPD program for coaches Explore protected time for coaching
Consider quarterly coaching newsletter
23. Why?
Organisations need to be flexible and adaptable to survive. Coaching
can support by:
Creating the habit of challenging processes, behaviours and
assumptions
Making succession more robust and better able to encompass changes
in the internal and external environment
Reduce the turnover of talent
Improve employee engagement and job commitment and
performance
24. Why Coach?
Coaching is a personal development tool which can enhance
individual and organisational effectiveness. It is the fastest
growing facet of leadership development today.
My Trust has made a commitment to develop a coaching culture
throughout the organisation by introducing a number of learning
strands:
coaching practitioner training and accreditation;
coaching for leadership and peer coaching; and
coaching skills for managers.
25. Defining Coaching and Mentoring
Clear definitions of coaching and mentoring have been agreed to ensure a shared
understanding for all participants in coaching / mentoring activity.
Coaching
Coaching is a questioning and supportive process in which the Coach supports and
facilitates improvements to another’s performance. This may be through discussion
and planning for achievement of goals and actions towards increased competence,
commitment and confidence. The coaching questioning process usually involves
growth and change, whether that is in skills, knowledge, attitude or behaviour.
Mentoring
A process in which the mentor serves as an experienced role model, or trusted advisor,
to guide or support another in their development. They may pass on knowledge and
experience; provide opportunities for development and growth or open doors to
opportunities.
26. Features of Coaching
Is learner centered
Is self-discovery
Unlocks potential
Raises awareness
Encourages responsibility
Raises performance
31. GROW model of coaching
John Whitmore’s MAP of COACHING
Key principles
Raise awareness; take responsibility (coachee)
Skills
Effective questioning; active listening (coach)
Steps
G - GOAL What do you want?
R - REALITY What is happening now?
O - OPTIONS What could you do?
W - WILL What will you do?
32. GROW model of coaching
Goal – What
do you want?
Reality –
what is
happening
now?
Options –
what could
you do to
make a
change?
Will – what
will you do to
make a
change?
33. This is the end point – where the client wants to be. It should
be defined in such a way that it is clear when the goal has
been achieved.
GOAL
REALITY
OPTIONS
WILL
How far away from the goal is the client? Looking at all the
steps needed to achieve the goal; how many steps has the
client taken already? How far along the line are they?
There will be obstacles to the client achieving their goal.
What are the different things the client can do in order to
overcome the obstacles and reach the goal?
Turn the options into action points – this is a commitment
to take action. Define a time frame. This is the way forward
Topic (Entry)
Contracting, rapport building,
identifying topic or discussion areas.
34. GROW discussion
GOAL -Coach and coachee agree on a specific aim objective and
topic for discussion
REALITY – Both coach and coachee invite self-assessment and
offer specific examples to illustrate their points
OPTIONS – Coach gets suggestions from the coachee by asking
effective questions and guides them towards making the right
choices
WILL – Coach and coachee commit to action, define a time
frame for objectives and identify how to overcome obstacles
35. Goal setting
Goals are our targets or what we intend to achieve, and research
indicates that those with clearly thought out goals achieve much
more than those without goals.
Your clients will have a variety of goals, with a variety of reasons
for wanting to achieve those goals.
It’s your job to help them clarify
exactly what their goal is, and
how they intend to achieve it!
36. What do you want to change?
A basic premise of coaching is that we want something to be
different. Our role as coach is to help the performer to get a
full understanding of this gap and to make sure that they have
a compelling vision of the future that they want.
“Would you tell me which way I ought to go
from here? asked Alice
“That depends a good deal on where you
want to get to.” said the cat
“I don’t much care where.” said Alice
“Then it doesn’t matter which way you go.”
replied the cat
Lewis Carroll – Alice’s Adventures in Wonderland
37. Research
One of the most powerful pieces of research was completed on Yale
University graduates in America. They were surveyed in 1950's and again
20 years later. The research showed that 3% were worth more than the
other 97% put together. The 3% also had better health and enjoyed
better relationships with others.
What explained this 3% 97% split was not parental wealth, degree
subjects taken, career selected, ethnic or gender base etc. The difference
was that the 3% had written goals in the 1950's while the huge majority
did not.
39. Write it down!
There are lots of different tools that can be used to keep
a written record of your clients goal;
SMART
Well formed outcomes
Establishing your life purpose
Multiple pathways
41. Building Rapport / Using Intuition
What creates rapport?
Physical appearance / clothes
Body language / physical gestures
Quality of voice
Language / words used
Beliefs and values
What is intuition?
skills to shape and guide a coaching conversation
(Starr 2003)
42. Entry - Initiating and Building Relationships
How do you build rapport?
• Work in pairs – have a chat!
• Complete a getting to know you exercise – for
example ask about:
• Employment history
• Hobbies
• Personal Achievements
Remember – the coach should:
Only ask questions (don’t share!)
Reflect back (and make links)
44. Understanding your client
If a coach wants to understand an individual, it’s important that
they have an understanding of their drivers and motivation.
Think about one of your members of staff -
What issues do they face?
What are their drivers or motivators?
What is their role or function?
What is their ‘view of the world’?
46. Questioning – some examples
What else? (then silence)
If you knew the answer, what would it be?
What would the consequences of that be for you or for others?
What is the hardest/ most challenging part of this for you?
What advice would you give to a friend in your position?
Imagine talking to the wisest person you know – what would
they say?
What would you gain/ lose by doing that?
John Whitmore, Coaching for Performance, 1992
48. I’m more focussed
on you than me; I’m
getting a sense of
who you are now
I’m very focussed
on what you’re
saying; recording
facts, paying
attention
If it looks like I’m
listening, I’m not
really – I’m
somewhere else
Levels of Listening
I’m engaged in the
conversation;
listening, talking,
thinking etc.
Cosmetic listening
Conversational listening
Active listening
Deep listening
(Starr 2008)
49. Practical Coaching Exercise
Groups of 3: 1 coach, 1 coachee, 1 observer
10 minutes per coaching interview
5 minutes for feedback and observer review
(Total: 15 minutes per session)
Coachee should briefly outline a real or potential
situation that they want to change
Coaches to conduct a coaching session using GROW to
achieve a simple coaching action plan
Observers to feedback
Using the GROW Questions, conduct a 1:1 coaching session
with another delegate.
53. What mentoring is and where it’s going
Mentoring and change leadership
Roles and dynamics
Approaches to mentoring conversations
54. Definitions
“Off-line help by one person to another in making
significant transitions in knowledge, work or thinking.”
Megginson & Clutterbuck, 1995.
“Process whereby an experienced, highly regarded
and empathic person guides another individual in
the development and re-examination of their own
ideas, learning, personal and professional
development.”
Oxley J, 1998, Dangerfield et al, 2004.
55. 55
It’s Different from Coaching
Coaching and mentoring are different from teaching and training
because they draw out learning rather than putting it in. They aim at
reflection and experimentation leading to individual development
rather than at direct input that leads to expected output
Coaching is about getting the very best out of someone and enabling
them to make decisions that will improve their performance.
Mentoring is about broader personal development and sometimes less
tangible goals.
Different types of coaching fall along a broad continuum (Hawkins and
Smith 2006) and move towards mentoring:
Skills Performance Development Transformation
57. Coaching influences
Adult Learning Theory
Life Stage Development
Performance improvement
Counselling & Psychotherapy
Settings e.g. sports, skills, career, team, leadership & executive
Styles e.g. narrative, goal-directed
Models e.g. GROW, NLP, Clean Language
62. Transformational Leadership Burns (1978)
A process where :
"leaders and their followers raise one another to higher levels of
morality and motivation.“
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63. Causes of role transition stress
Decreased self esteem
Change to social support structures
Hidden curriculum (Collings, Swanson & Watkins, 2014)
New teaching/learning/assessment methods
Change to place of work
Confidence/perception of failure
Learning curve
Increase in responsibility/workload
Work-life balance disruption
64. Epstein & Krasner (2013)
“Resilience is the ability of and individual
to respond to stress in a healthy, adaptive way
such that personal goals are achieved at minimal
psychological and physical cost;
resilient individuals not only “bounce back”
rapidly after challenges but also
grow stronger in the process.”
65. Factors that increase resilience
Balme et al (2015)
Intellectual interest
Self-awareness + mindfulness
Time management + work-life balance
CPD
Support – significant others; colleagues.
Mentors
67. Strengthening professional
identity
Novice to Expert (Benner)
Tacit Knowledge (Polyani, Eraut)
Learning through reflective practice (Schon, Moon)
Social Learning/peripheral participation (Lave and Wenger)
Professional culture and role
modelling (Ibarra)
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68. Role of the Mentor
Expert, near-peer, peer or reverse
Guidance and moral support
Career guidance – short to mid-term
Alleviate stress – trusted colleague
Advice on practical issues
Non-judgmental
Voluntary – no vested interest
Sounding board – checking things out
Role modelling
70. Common mentee needs
Supporting role or life transition
Developing personal/professional insight
Challenging assumptions
Working towards goals
Moving career in new direction
Working through change
Working with complexity
Navigating ambiguity
Building resilience and self esteem
71. Being a role model (Levinson 1978)
Behaviour is observed from a distance
Certain qualities or practices are admired
Not a conscious choice, role model may be unaware of their influence
Inspires, builds aspiration – “Look what they did/how they did it – I
want to do that too”
Can work in reverse – bad exemplar or “I’ll try not to be like that”
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72. The mentee’s choices
Business or psychological contract?
Do we feel open with each other?
Do we see mentoring as the same thing?
Will we work as equals in the process?
Will the coach/mentor stretch my thinking?
Gender, cultural, other ethical comfort zones?
Access and accessibility?
Preferred communication style – non-directive vs
“say it like it is” ?
Preferred help: push or nudge?
75. Johari / relationship window
SAFE AREA BLIND SPOT
UNKNOWN
PRIVATE
Known to mentee Not known to mentee
Known to
mentor
Not known
to mentor
The above based on the Johari Window model developed by Jo Luft and Harry Ingram, 1955.
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76. Core Skills
Effective Questioning
Using a wide range of questions appropriately
Active Listening
Building empathy
Ensuring the other person’s agenda is followed
Allowing issues to be explored in greater depth
Helping to provide focus
Giving Feedback
Creating an open and honest environment
Offering challenge as well as support
77. FOCUSING/TESTING
Pulling thoughts together
Checking reality
Setting boundaries
Questioning
Opening horizons
Unfreezing assumptions
Exploring opportunities
CHALLENGING
Clarifying
Creating insight
Setting goals
PROBING
Building confidence
Agreeing action
Will to succeed
CONFIRMING
?
78. Useful Questions for Goals
1. What do you want? (NOT what do you not want?)
2. Why do you want it?
3. How will you know when you’ve got there?
4. What will your first step be?
5. What will your next step be?
6. When do you want to reach this goal?
7. Who and what will you use for support?
8. How will you celebrate when you get there?
79. GROW model (Whitmore)
What is the:
G oal (what and why?)
R eality (where now?)
O ptions (how?)
W ill/way forward (what now and who?)
80. MDQs
What’s your real dream in life?
What does success mean to you?
What do you want to be remembered for?
What’s most important to you about this?
If you knew the answer, what would it be?
If you couldn’t fail, what would you do?
What’s your favourite way of sabotaging your
goals?
Who else is losing sleep over this?
What other options haven’t you talked about yet?
If you were on your deathbed would this be
something you’d regret doing/not doing?
81. Clean Questions
Two most common Clean questions for clarifying
exactly what someone means by what they have
said. By using them, you’ll reduce your chance of
jumping to the wrong conclusion.
What kind of X is that X?
Is there anything else about that X?
http://www.youtube.com/watch?v=IMDczstxLjI
http://www.youtube.com/watch?v=3NSl4aYLmII
82. Introducing formal mentoring:
What are processes for:
Choosing/finding a mentor or mentee?
Expectations, contracting, terms of reference?
Meeting arrangements: frequency, location,
duration?
Purpose and desired outcomes?
Interested parties, processes, accountability?
83. What if it’s not working?
Review original expectations
How much have you veered away from your ground
rules?
Establish a clear agenda to discuss the situation
Give feedback to each other – with examples
“No fault” separation
84. Key Messages
MENTEE should drive the relationship
Reap dividends by investing properly in the “set up”
Objectives and action plans help with momentum
Deal with both short- and long-term development
Support, listen, challenge and guide
Mentee should expect to find own solution(s)
Enjoy the relationship
