1. Module no. 3
Session no. 8
Day ____
JUNE L. ABAY-ABAY, MAED
Facilitator
Mentoring and
Coaching
PMCF
2. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
Terminal Objective
At the end of the session, the school heads participants will be able
to internalize the concept of performance monitoring, mentoring and
coaching in their context.
3. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
Session Objectives
1. Defines Performance Mentoring and Coaching, in the school
heads level, its difference and its implications in their roles and
responsibilities
2. Accomplishes PMCF
3. Appreciates the importance of feedback
4. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
or
5. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
CHOOSE
Facilitate Learning to help achieve
development goals
Program targeted towards leadership or high
potentials
Long term- 8 to 12 months
Broad pool of participants
Share knowledge and experience
6. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
ANSWER THIS
• What do you think you are? A mentor? Or a
coach? Support your answer.
7. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
COACHING
• targets high performance and improvement at work
• focuses on specific skills and goals
• process typically lasts for a short period
• managerial activity of creating, by communication only, the climate,
environment, and context that empower individuals and teams to
generate results a process that enables learning and development to
occur and performance to improve exclusively, a process focusing on
enhanced performance.
8. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
COACHING
• a collaborative, individualized relationship and the aims of which are
to bring about sustained behavioral change and to transform the
quality of the executive’s working and personal life, Zeus and
Skiffington (2000)
• robust process that supports people in releasing their real potential
and in making changes in their lives, Richardson (2004)
9. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
WHO IS A COACH?
Coach–Meaning “instructor/trainer” is
c.1830 Oxford University slang for a
tutor who “carries” a student through an
exam; the strong sense is 1861. The
verb is from the 1610s, “to convey in a
coach;” meaning “to prepare (someone)
for an exam” is from 1849
10. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
WHO IS A COACH?
person who facilitates experiential learning
that results in future-oriented abilities and
who is trained and devoted to guiding
others into increased competence,
commitment, and
confidence.
11. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
WHAT IS MENTORING?
• off-line help by one person to another in making significant transitions
in knowledge, work or thinking
• supportive learning relationship between a caring individual who shares
his/her knowledge, experience, and wisdom with another individual
who is ready, willing, and able to benefit from this exchange to enrich
their professional journey
12. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
WHAT IS MENTORING?
• off-line help by one person to another in making significant transitions
in knowledge, work or thinking
• supportive learning relationship between a caring individual who
shares his/her knowledge, experience, and wisdom with another
individual who is ready, willing, and able to benefit from this exchange
to enrich their professional journey
13. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
14. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
IMPACT OF MENTORING:
Mentee
•Self-confidence
•Self-awareness
•Job satisfaction
•Aspiration
•Likelihood of promotion
•Loyalty to their company/ organization
•Fulfilment at work
15. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
IMPACT OF MENTORING:
Mentor
•Self-confidence
•Communication skills
•Job satisfaction
•Loyalty to their company
•Fulfilment at work
16. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
IMPACT OF MENTORING:
Organization
•Employee engagement
•Employee satisfaction
•Employee loyalty
(All of which contribute to employee retention)
•Diversity in leadership
•Knowledge sharing
•On-boarding ease
•Strong company culture
17. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
IMPACT OF MENTORING:
Organization
•Employee engagement
•Employee satisfaction
•Employee loyalty
(All of which contribute to employee retention)
•Diversity in leadership
•Knowledge sharing
•On-boarding ease
•Strong company culture
18. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
IMPACT OF COACHING:
Organization
• Helping staff adapt to change
• Improving productivity and performance
• Making staff feel valued
• Assisting in the return to work
• Dealing with challenges more confidently
19. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
ACTIVITY
Using the IPCR rating findings,
accomplished the PMCF with FAR
20. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
Performance- the action or process of carrying out or accomplishing an
action, task, or function
Monitoring- regular observation and recording of activities taking place in a
project or programme.
Coaching- a process that aims to improve performance and focuses on the
‘here and now’ rather than on the distant past or future.
21. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
22. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
23. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
24. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
25. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
26. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
27. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
28. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
29. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
30. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
31. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
32. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
33. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
34. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
35. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
36. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
37. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
ACTIVITY
Using the crafted LAS of your Teacher in school (choose what
grade level) checked and evaluate then accomplished PMCF
with FAR.
38. At the end of the first session, the school heads participants will be able to internalize the concept of
mentoring and coaching in their context. At the end of the first session, the school heads participants will
be able to internalize the concept of mentoring and coaching in their context.
Thank you!
Editor's Notes
Coaching is an incredibly powerful tool that can help create more productive, engaged and fulfilled employees. Despite its many benefits, however, coaching is often under-utilised.
One reason is that coaching is often seen as a learning and development technique that is reserved only for those in executive positions. Nothing could be further from the truth!
organisational re-shaping, is one of the greatest learning and development challenges in any workplace. Changing job roles and responsibilities can be a huge challenge for individuals to get to grips with. Coaching can help staff to understand that change can be good, helping to shift their mindset from a negative to a positive one, and removing the fear factor from something that is a fact of modern working life.
Coaching can play a key role in helping individuals feel more confident and achieve real gains in their performance levels.
Coaching, by its very nature, helps individuals feel more valued. Introducing coaching within a workplace sends a powerful message to employees that they are valued, that their views matter, and that they are worthy of investment. This promotes a more inclusive culture within the organisation and helps individuals feel more motivated and engaged with their work.
Coaching can help smooth the transition back to work from maternity/paternity leave or a sabbatical, helping to ensure that this process does not sap an individual’s confidence or motivation during the readjustment period.
improved confidence, performance and productivity are cited as three of the most positive changes witnessed for themselves, others and their wider team or organisation.
Therefore, mentoring can be defined as professional learning related to transfer knowledge and
professionalism between an experienced, knowledgeable employee and less experienced, knowledgeable
employee. Many of the definitions in professional mentoring are due to the kind of professional mentoring
applied at the academic level, including the process of helping the individual to make the right professional
decision in the academic choice, and thus the profession appropriate to his preparations, abilities,
tendencies, preparation, and enrollment
Mentoring in the workplace is an established partnership between colleagues for the purposes of learning and growth.
Having a mentor at work can traditionally be seen as senior and more experienced employees giving advice and support to younger employees earlier on in their careers. This dynamic is known as ‘informal mentoring’, as it often comes about from the mentor taking a liking to the mentee and taking them ‘under their wing’, rather than a formalised relationship.
Mentoring comes with a whole host of benefits throughout organisations, from personal development, to mental health, to employee retention.
Benefits to the Mentee:
Those with mentors at work will benefit from an increase in:
Benefits to the Mentor
There are also many positive benefits for those doing the mentoring. With studies having shown an increase in:
Benefits to the Organisation
The positive outcomes of mentoring stretch far beyond personal development for the people involved in the partnerships. Mentoring in the workplace has huge benefits for the organisations themselves, increasing:
Benefits to the Organisation
The positive outcomes of mentoring stretch far beyond personal development for the people involved in the partnerships. Mentoring in the workplace has huge benefits for the organisations themselves, increasing:
Coaching is an incredibly powerful tool that can help create more productive, engaged and fulfilled employees. Despite its many benefits, however, coaching is often under-utilised.
One reason is that coaching is often seen as a learning and development technique that is reserved only for those in executive positions. Nothing could be further from the truth!
organisational re-shaping, is one of the greatest learning and development challenges in any workplace. Changing job roles and responsibilities can be a huge challenge for individuals to get to grips with. Coaching can help staff to understand that change can be good, helping to shift their mindset from a negative to a positive one, and removing the fear factor from something that is a fact of modern working life.
Coaching can play a key role in helping individuals feel more confident and achieve real gains in their performance levels.
Coaching, by its very nature, helps individuals feel more valued. Introducing coaching within a workplace sends a powerful message to employees that they are valued, that their views matter, and that they are worthy of investment. This promotes a more inclusive culture within the organisation and helps individuals feel more motivated and engaged with their work.
Coaching can help smooth the transition back to work from maternity/paternity leave or a sabbatical, helping to ensure that this process does not sap an individual’s confidence or motivation during the readjustment period.
improved confidence, performance and productivity are cited as three of the most positive changes witnessed for themselves, others and their wider team or organisation.
Coaching is an incredibly powerful tool that can help create more productive, engaged and fulfilled employees. Despite its many benefits, however, coaching is often under-utilised.
One reason is that coaching is often seen as a learning and development technique that is reserved only for those in executive positions. Nothing could be further from the truth!
organisational re-shaping, is one of the greatest learning and development challenges in any workplace. Changing job roles and responsibilities can be a huge challenge for individuals to get to grips with. Coaching can help staff to understand that change can be good, helping to shift their mindset from a negative to a positive one, and removing the fear factor from something that is a fact of modern working life.
Coaching can play a key role in helping individuals feel more confident and achieve real gains in their performance levels.
Coaching, by its very nature, helps individuals feel more valued. Introducing coaching within a workplace sends a powerful message to employees that they are valued, that their views matter, and that they are worthy of investment. This promotes a more inclusive culture within the organisation and helps individuals feel more motivated and engaged with their work.
Coaching can help smooth the transition back to work from maternity/paternity leave or a sabbatical, helping to ensure that this process does not sap an individual’s confidence or motivation during the readjustment period.
improved confidence, performance and productivity are cited as three of the most positive changes witnessed for themselves, others and their wider team or organisation.
To monitor is to check on how project activities are progressing. It is observation; ─ systematic and purposeful observation.
Monitoring also involves giving feedback about the progress of the project to the donors, implementors and beneficiaries of the project.
Reporting enables the gathered information to be used in making decisions for improving project performance.
Purpose of Monitoring:
Monitoring is very important in project planning and implementation.
It is like watching where you are going while riding a bicycle; you can adjust as you go along and ensure that you are on the right track.
To monitor is to check on how project activities are progressing. It is observation; ─ systematic and purposeful observation.
Monitoring also involves giving feedback about the progress of the project to the donors, implementors and beneficiaries of the project.
Reporting enables the gathered information to be used in making decisions for improving project performance.
Purpose of Monitoring:
Monitoring is very important in project planning and implementation.
It is like watching where you are going while riding a bicycle; you can adjust as you go along and ensure that you are on the right track.
To monitor is to check on how project activities are progressing. It is observation; ─ systematic and purposeful observation.
Monitoring also involves giving feedback about the progress of the project to the donors, implementors and beneficiaries of the project.
Reporting enables the gathered information to be used in making decisions for improving project performance.
Purpose of Monitoring:
Monitoring is very important in project planning and implementation.
It is like watching where you are going while riding a bicycle; you can adjust as you go along and ensure that you are on the right track.
To monitor is to check on how project activities are progressing. It is observation; ─ systematic and purposeful observation.
Monitoring also involves giving feedback about the progress of the project to the donors, implementors and beneficiaries of the project.
Reporting enables the gathered information to be used in making decisions for improving project performance.
Purpose of Monitoring:
Monitoring is very important in project planning and implementation.
It is like watching where you are going while riding a bicycle; you can adjust as you go along and ensure that you are on the right track.
