The document discusses mentoring and coaching, focusing on the Pareto Principle, which suggests that 20% of efforts yield 80% of results. It emphasizes the characteristics of good mentors and protégés, detailing their roles and responsibilities in fostering personal and professional growth. Finally, it highlights the importance of identifying and mentoring the vital 20% in organizations to enhance effectiveness and leadership development.

1. Mentoring andCoaching:
Applying
the
Pareto
Principle

2. In this talk, I will:
1. Set the background / framework
2. Define / Explain the basic terms:
mentoring (coaching), Pareto
Principle
3. Explain: What a good mentor is; What
a good protegee (mentee) is
3

3. COACH
MENTOR
MENTEE
PROTEGEE
PARETO PRINCIPLE
Basic terms:

4. Odysseus, king of Ithaca, goes to fight in the Trojan
War and while he is away, he leaves the care of his
household, especially his son, Telemachus, to Mentor,
who already serves as a teacher and overseer.
Overtime, the name MENTOR has evolved into the
concept of a wise and trusted advisor/teacher that we
have today
From Homer’s “Odyssey”
3
Origin of the word MENTOR

5. Mentor - teacher, overseer, adviser,
role model
Telemachus – son of the King of Ithaca
(young, dependent, a follower,
inexperienced)
3
Origin of the word MENTOR

6. MENTOR ( in the context of Philippine Department of Education )
• a GABAY
• a WISE and TRUSTED person who
ACCOMPANIES the MENTEE in his/her
PROFESSIONAL JOURNEY
• a RESOURCE, a POSITIVE ROLE MODEL
for new or younger teachers in the
profession

7. MENTOR ( in the context of Philippine Department of Education )
• a FACILITATOR of on-going teacher
learning. This being the case, the
Mentor should be the FIRST LEARNER.
• DOES NOT serve as evaluators or
judges. Instead, they offer an insider’s
guidance and insights.
• DIAGNOSES, ASSISTS, and then
ASSESSES in view of on-going mentee
formation

9. - An agreement between two people sharing
experiences and expertise to help with personal and
professional growth
- An unstructured association between an experienced
person and one less experienced that assists the
mentee in extracting more value from experience
MENTORING

10. • Any activity in which a coach/mentor
work toward performance
improvement.
• Influencing, helping, instructing,
motivating, leading.
WHAT DOES COACHING AND
MENTORING INVOLVE?

11. MENTORING IS A RELATIONSHIP
• Between a leader and a follower
• A trainer and a trainee
• A mentor and a mentee (protegee)

12. THE ACTORS IN MENTORING
The
Actors
Characteristics Function/Responsibilities
Mentor More skilled
More experienced
Teaches, Encourages,
Counsels, Befriends, Role
Model
Protegee Less skilled
Less experienced
Teachable/Willing to learn
Humble
Able to accept feedback
Willing to “stretch” to try new
things
Able to identify goals

13. In this session, “mentoring” and “coaching”
will be interchangeably used
Mentor Coach
Focus Individual Progress Job Performance
Relationship Self-selecting Comes with the job
Source of
influence
Perceived value Position
Personal
returns
Affirmation/learning Teamwork/
Performance
Proximity Need not always involve
face to face contact
Must be face to face
Contact Medium to long term Can be short term

14. ADVISERS are supposedly
Mentors
OFFICERS are supposedly your
Mentees

15. LEADERS are supposedly
Mentors
PEOPLE
BELOW
YOU
are supposedly
Mentees (protegees)

16. FUNCTION OF LEADERSHIP
My premise in this talk:
The function of leadership is to
mentor and produce more
leaders, not mere followers

17. HOW TO PRODUCE MORE LEADERS?
MENTORING

18. WHY COACH/MENTOR?
Mentor Protegee
Enhanced self-esteem Ease transition from lower to
higher position
Increased job satisfaction Increased awareness of the
practical side of “job description”
Enhanced quality of life Increased likelihood of success
Leave a legacy Listening ear
Pass on successes Valuable direction
Become recognized Different perspective
Practice interpersonal &
management skills
Gaps filled in

19. • Success, Success, Success
• More informed decisions
• Fewer catastrophic mistakes
• Increased business opportunities
through success.
WHY COACH/MENTOR?

20. –Empower team members; allowing
them to be independent.
–Minimize impact of changes in the
workplace.
–Smooth implementation of new
processes, policies and procedures.
–Eliminate the need for formal
counseling and retraining.
WHY COACH/MENTOR?

21. career
success
satisfaction
WHY COACH/MENTOR?

22. • Failure, Failure, Failure
• Lost team members
• Lost revenues
• Lost time
• Lost confidence in your credibility by
management and other team members
THE COST OF FAILING TO
COACH/MENTOR

23. WHAT DOES IT TAKE TO BE A MENTOR?
• Desire
• Time
• Reality check
• Individual career development plan

24. CHARACTERISTICS
OF A GOOD MENTOR

25. • demonstrate interpersonal sensitivity,
such as empathy and active listening
• display high levels of self-confidence and
self-control and
• engage in analytical thinking to determine
underlying causes of learner behavior.
CHARACTERISTICS OF A GOOD COACH/MENTOR

26. A GOOD MENTOR
a person who
is “absolutely
credible” and
has a high
level of
integrity

27. A GOOD MENTOR
Listens and
responds in
ways that show
that the hearer
has been
understood
• Active listening – with
curiosity, with intuition
• Ask powerful questions
• Guides people towards
well-defined actions

28. A GOOD MENTOR
Encourages and
gives the protegee
confidence that
he/she can move
forward despite
inner doubts and
fears

29. A GOOD MENTOR
Gives honest
feedback but
without being
demeaning

30. A GOOD MENTOR
Interacts in ways
that are respectful
and that
encourages the
protegee to do
better and to take
risks.

31. A GOOD MENTOR
Is not too proud to learn from the
protegees questions and experiences.
The best mentoring is two way in
which people with different
experiences and places in life learn
from one another

32. A GOOD MENTOR
Has the ability to
share credit

33. A GOOD MENTOR
Patience

34. A GOOD MENTOR
Has a “Global Vision”

35. GLOBAL VISION
An ideal mentor understands that your
club’s programs are means to an end, not
merely processes to be followed.
A person with this kind of vision looks
ahead to the needs of the Club over the next
ten years, and considers those needs when
setting goals.
WHAT IS A GOOD MENTOR

36. WHAT IS A GOOD MENTOR
GLOBAL VISION
Has a view of the BSU Mission and Vision that
transcends day-to-day routine operations.
He or she looks beyond the imperatives of the
moment to consider where your club as a
whole is now, where it is headed and more
importantly, where it should be going.

37. Like it or not…
Leaders are supposedly
mentors
The people below you are your
mentees (protégées)

38. COACHING AND MENTORING
•Key principles
• Awareness and responsibility
•Skills
• Effective questioning
• Active listening
• Self-reflection
• Empathy
7

39. The Peer Coaching Model
• Non-directive
• The teacher is the expert, not the coach
• The coach is the expert at facilitating
reflection and learning
9

40. COACHING
A LEARNER

41. 1. Determine the need
• can be done through
performance appraisal or by
observing performance in
the workplace;
• discuss the coaching process
with the learner and agree
on what the learning
outcomes should be.

42. 2. Explain
• Detail what is required
clearly and logically.

43. 3. Demonstrate
• Show the learner the
desired skill or
behaviour
• be an active role model
during the course of
your normal work
duties if appropriate.

44. 4. Provide Practice Opportunities
• allow them
individual practise
time during work
hours and
encourage
practise in their
own time.

45. 4. Provide Feedback
• Use constructive
comments, practical
guidance and technique
correction;
• make sure you praise the
learner for desirable
performance as well as
mentioning areas for
improvement.

46. 1. Define the goals
2. Create an action
plan
3. Determine the
resources required
4. And measure the
results and benefits
4 STEPS TO MENTORING

47. 1. Define the goals
• ask the mentee about their
aspirations
• Emphasize the importance
of the mentoring process
• set overarching goals
• set specific goals to fill

48. 2. Create an Action Plan
• designing an
appropriate
structure for the
mentoring
relationship
• determining how
much formal and
informal contact
you will have from
day to day
-

49. 2. Create an Action Plan
• Establish support
programs within your
organization for those
involved in mentoring
• build trust in the
mentee through use
of effective
interpersonal
communication

50. 2. Create an Action Plan
• encourage the mentee
to learn from their
mistakes
• decide how best to
share your
organizational
knowledge and
expertise
• acknowledge the
mentee’s work

51. 2. Create an Action Plan
• plan to facilitate the
learning rather than
teach them what they
should know (guide,
listen, advise)
• plan to commit the
time and effort
necessary.

52. 3. Determine
• keeping a mentoring log to record
all contact with the mentee
• monitoring progress regularly
• comparing goals with
achievements after a set period of
time

53. 3. Determine
• observing that desired behavior is
consistently demonstrated
• monitoring measurable
improvements in performance

54. 4. Measure
• discuss expectations and
boundaries with the other party.
• have a clear understanding of
exactly what the relationship will
entail.

55. ARE YOU OBLIGATED
TO MENTOR EVERYONE
IN YOUR TEAM?

56. THE PARETO PRINCIPLE

57. PARETO PRINCIPLE
The 80/20 principle
Vilfredo Pareto 1897
found that
Wealth distribution: 80% of the land is owned
by 20% of the people

58. The 80/20 principle
Quality Management pioneer, Dr. Joseph Juran,
working in the US in the 1930s and 40s recognized a
universal principle he called the
"vital few and trivial many“
20% 80%
PARETO PRINCIPLE

59. The 80/20 principle
This means that in anything
a few (20 percent) are vital
and many(80 percent) are trivial.
PARETO PRINCIPLE

60. APPLICATION of
the 80/20 principle
PARETO PRINCIPLE

61. • 80% of your business comes from
20% of your customers,
• 80% of your happiness comes from
20% of your activities,
• 80% of your problems come from
20% of your acquaintances, etc.
PARETO PRINCIPLE

62. 80% of crimes are committed
by 20 % of the criminals
80% of your happiness comes
from 20 % of your relationships
You wear 80% of the time
the 20 % of your clothes
PARETO PRINCIPLE

63. APPLICATION:
YOU GET MORE THINGS ACCOMPLISHED (80%)
FROM LESS PEOPLE
(20%)
PARETO PRINCIPLE

64. APPLICATION
20 percent of your club members will cause
80 percent of your problems,
Or
20 percent of your club members will provide
80 percent of your production (success).
PARETO PRINCIPLE

65. Application to leadership mentoring:
• Identify these 20% in your club
(Be sure they compliment your strengths.)
• They can accomplish 80% of your club’s goals)
• Then you can go ahead with the mentoring process
PARETO PRINCIPLE

66. How will you choose the 20% club members
(protégées) who will determine the club’s
80% work?
Take note of their characteristics.
PARETO PRINCIPLE

67. Receptive to feedbacks
CHARACTERISTICS OF
A GOOD PROTEGEE

68. Willing to assume responsibility for own
growth and development
CHARACTERISTICS OF
A GOOD PROTEGEE

69. Ability to perform in more than one skill
area
CHARACTERISTICS OF
A GOOD PROTEGEE

70. NOW, MENTORS, DO YOU AGREE
THAT ONLY A FEW POSSESS THESE
CHARACTERISTICS?

71. Leadership is about mentoring (produce more
leaders).
Don’t waste your time! Identify & mentor only
the vital 20%
Spend more time (80%) mentoring
this few (20%)
Succeed by spending more with less.
KEY IDEAS

72. If any of you lack wisdom about how to identify the
20% and to mentor them 80% of the time,
let him ask of God.
James 1: 5
KEY IDEAS

73. CONCLUSION

74. Mentoring requires that you identify
and train the 20 % potential leaders
because they will perform 80 % of the
tasks of the club/organization
Within the framework of ‘Mentoring’
and the Pareto principle:

76. Workshop
1. Identify all the activities you need to accomplish to make
your club /organization successful.

77. Workshop
2. Refine the list by identifying only 20% of the
activities that matter
Reminder:
When it comes to your priorities, 20% of your priorities will give you 80% of your
production IF you spend your time, energy, money and personnel on the top 20% of
your priorities.

78. Workshop
3. Assign (delegate) the people who will take
care of these priorities

79. Workshop
4. Assess whether these people you assigned possess
the characteristics of a good protégée