3. Coach Mentoring Is…
• The process of coming alongside a person or team to
encourage, enable, empower and EQUIP others well as they
move toward coaching competency.
• A Mentor necessitates that someone has something to teach
or pass on connected to a specific skill set.
• A Mentor is someone who had gone before and pours in.
5. Mentors Qualifications:
All Mentors must meet or exceeded Mission Alive’s
standards to become a mentor.
Focus: Identify most important areas in coach's development
Accountability: Follow-up on previous action plans
Synthesize: Take data and apply it quickly in a training format
Integrate: Coaching process with technology
Challenge: Bad habits & wrong assumptions
Skill-based action planning
Model competent coaching skills
6. Mentors Responsibilities:
• Provide coaching for coach-in-training as schedule (according to the Coach
Certification Mentoring Guides).
• Model quality coaching skills.
• Utilize CoachNet's online coaching tool.
• Discuss readings. (You must be familiar with the readings.)
• Help the coach-in-training select people to coach.
• Debrief CTL1 content.
• Provide a sounding board for their coaching experience.
• Debrief the Online Assessment feedback.
• Help coach-in-training create a Personal Growth Plan.
• Pray consistently for coach-in-training.
7. Adult Learning
How to help people get the most out
of The Coach Certification process
8. Adapted from Learning to Listen
Learning to Lead, by Jane Vella,
Publisher: Jossey-Bass
Ten key principles applied:
• Adult learning is based on recognized need.
• Adult learning takes place in a safe environment with healthy
relationships
• Adult learning involves proper sequence and reinforcement.
• Adult learning involves practice and reflection
• Adult learning allows learners to make decisions and control the
process.
9. Adapted from Learning to Listen
Learning to Lead, by Jane Vella,
Publisher: Jossey-Bass
Ten key principles applied:
• Adult learning allows for the expression of facts, ideas and
feelings
• Adult learners need to see the immediate usefulness of new
ideas
• Adult learning often involves team work
• Adult learning actively engages the learner
• Adult learning requires accountability
15. Benefits of the online
coaching tool
• Log key issues and outcomes
• Set the agenda for meetings in advance
• Record prayer needs
• Review the record to follow up on important items and
celebrate progress
• Set action items with due dates for completion
• Automatically send reminder emails for your next
appointment
17. Coaching Guides
Orientation:
• Sessions 1-3
• Begin 6 weeks prior to the Initial Coach Training event
• These serve to familiarize Certification Candidates with
coaching, CoachNet, Coaching 101, and the certification
process
• Candidates need to read Coaching 101 and Leadership
Coaching prior to these sessions, as well as demonstrate
competency with the Online Coaching Tool
18. Coaching Guides
Implementation:
• Sessions 4-6
• Session 4 one month from training. Monthly intervals
thereafter
• As Certification Candidates begin coaching 2 individuals
upon completing the training, these guides insure that
effective coaching is happening.
• It is essential that each Certification Candidate is actively
coaching prior to session 4. Don’t proceed until this is
happening.
19. Coaching Guides
Evaluation:
• Sessions 7-9
• The Certification Candidates’ Coachees will give informal
feedback through Mid-Course Evaluation Forms and formal
feedback through the Online Coach Assessment.
• Focus on implementation of identified areas for growth.
12/04/12 What we are going to cover today is the role that you will play as a coach mentor. You will be provided this information via today’s presentation as well as materials that you will be able to download from the CoachNet’s website – We will start with your role as a coach and transition into your role as a coach mentor, and conclude with a short demonstration as to the location of these files. Now that you have gone through the training yourself and have a desire to be a Coach Mentor for the next generation of participants – what is next? Some of you may answer – that is a good question. How has your experience been so far? Provide time for each person to share a little bit about their experience - While each of your experiences may be reflected upon in individual ways – there is one constant our vision to empower others through coaching.
As we know from 1 Thessalonians- The specifics of the coaching vision are embodied in the three participles- Coaching is all about encouraging, comforting and urging. Mentoring is in kind embodied in three areas – enabling, empowering and Equipping Mentoring necessitates that someone has something to teach or pass on, connected to a specific skill set. A Mentor is someone who had gone before and pours in, a coach goes alongside and draws out.
We tracked a test group of 87 people who went through the same process, using the same materials and structure, minus the coach mentoring component. Their average online assessment score was 47.8. The average online assessment score for people who received the complete training, including coach mentoring, was 55.8. That’s an 8 point difference between those who received coach mentoring and those who didn’t. Everything else-the rest of the training process-was the same. The control group represented a randomly selected 87 individuals from a variety of denominational backgrounds. Scores in the test group (without coach mentoring) ranged from: 33.1 to 62.6 Scores in the control group (with coach mentoring) ranged from: 44.2 to 66.8 Passing score for certification: 50
12/04/12 Gone through the Coach Certification process. Completed with an online assessment score of 55 or better (50-55 Canadian context) Should you fall below this – we would encourage you to continue being coached on your coaching – Identify lower scoring areas we want coach mentors to model personal development and especially for those not yet at 55, a personal plan for development would be very appropriate. Each group will need to determine what will meet their needs as well as CoachNet’s standards. What is important is that the process not get watered down by reduced quality. Focus: Identify most important areas in coach's development Accountability follow-up on previous action plans Synthesize take data and apply it quickly in a training format Integrate e.g. coaching process with technology Challenge: Bad habits & wrong assumptions Skill-based action planning Model competent coaching skills (based on online assessment)
12/04/12 Break down of responsibilities for the mentor – You can expect that each Coach in Training will take approximately 1.5 hours per month of time 1 hour in the coaching conversation ½ hour in prep work, sending summaries, review of summaries…… Coaching 101 materials – Mentor needs to be able to process well the Coaching 101 Book as well as usage of the Coaching 101 Handbook Use of the online coaching tool. Help select for success – helping the coach in training make wise choices will aid in their increased overall assessment scores – Can you think of some ways that your choice of coachees may have impacted your overall score- Not being a pure coaching relationship? Supervising rather than coaching? What other areas of concern are there here ? - Does the group have any quidelines they would like to add here. Review and assess the Online Assessment Be familiar with the DCE Book and Handbook
12/04/12 We have this available for you as a part of your Coach Mentor network Process with the group their idea of Adult learning – print out the materials on adult learning for discussion here. - You don’t want to spend too much time here just touch on the basics and then give the printout of Adult learning styles – What are some of the key elements necessary for adults to learn? What motivates you to want to learn more?
12/04/12 1. Adult learning is based on recognized need. The training offers the new tool of coaching and then asks the participants to brainstorm how they can use this tool in their context. Their needs can include: more time, leadership multiplication, the creation of systems that are not dependent on them, etc. • As a coach certification mentor, how can you help participants discover and articulate their needs? 2. Adult learning takes place in a safe environment with healthy relationships . Teams generally attend trainings together, and introductions and name tags promote the development of inter-team relationships as well. The facilitator also provides structure and boundaries for the dialogue, protecting and validating people’s comments and not allowing one person to dominate the discussion. • What does it look like to create a safe environment and promote healthy relationships? How can you promote this as a trainer? 3. Adult learning involves proper sequence and reinforcement . The initial training focuses on unpacking the 5 R’s. The slides are organized in such a way that each of the 5 R’s has an initial learning outcome slide, followed key actions, tools and questions the relate to the topic. There is either a reflection or practice exercise at the end of each of the 5 R’s. • How is sequence and reinforcement integrated into the coach training process? 4. Adult learning involves practice and reflection . Interactive and reflective exercises are built into the structure of the training time to facilitate the absorption and application of information. These include the pre-training coaching and reading, personal reflection, group discussion, triad coaching and homework. • What are the central aspects of practice and reflection? 5. Adult learning allows learners to make decisions and control the process . Participants learn to the degree that they participate and engage with the content and with the other people present. The more they are allowed to make their own choices regarding the learning, the better. • Where are some times when you can provide them with decision-making options?
12/04/12 6. Adult learning allows for the expression of facts, ideas and feelings . Inclusion of enough processing time for participants to interact with the content and the ideas of others is critical. They need the opportunity to express their own opinions and thoughts as a necessary part of the learning process. • How can you build in ample time for participants’ expression of their ideas? 7. Adult learners need to see the immediate usefulness of new ideas . The modeled coaching sessions, along with triads and practice coaching sessions, illuminate the material for many participants. Through coaching practice within the training, they can see how useful the skills are. • What examples and stories can you use in the training time to make clear connections between content and usefulness in real life setting 8. Adult learning often involves team work. The training builds in many exercises where participants are learning from one another and processing in groups. Experience coaching with other team members can help participants see coaching strengths modeled in others. • In what ways can participants work together and support one another both during and after the training time? 9. Adult learning actively engages the learner . Through many of the points listed above—exercises, felt need, interaction with others, expression of thoughts—coach training actively engages the whole learner. • How can you maximize active engagement and participation in the learning process? 10. Adult learning requires accountability . Through their ongoing coaching sessions with a coach mentor participants take responsibility for their own learning and for the implementation of that learning. The 360° Coach Evaluation provides accountability and feedback on a concrete set of competencies. • How will the assessment process reinforce individual accountabilityfor growth in coaching skills? • How can you underscore the participants’ responsibility for the process? Adapted from Learning to Listen Learning to Lead by Jane Vella, Publisher: Jossey-
12/04/12 Like Coaching and Coach Mentoring - We have talked a little about that – Teaching and facilitation are different gifts. At the risk of oversimplication, teaching is a more one-sided form of communication: preaching for example. The expectation is that one person will talk and the others will listen and engage through listening only… although maybe with the occasional Amen. Facilitation on the other hand, is thestructuring of a multi-sided dialogue. Participation is expected—and essential. Most of us, left to our own devices, will gravitate toward presenting information or teaching. The challenge of teaching is that teachers can rely heavily on telling, creating an information dump in which only a small fraction of the information is retained. But if we learn to rely more on facilitation skills, we can create more of a process orientation in the way we’re communicating information. Facilitating consists of providing bite-sized chunks of information and then providing opportunities to process and absorb it. We are here to facilitate their learning, their engagement, their practice of the skills. Only as they engage with coaching skills will they learn them.
12/04/12 There are a few tips to successful mentoring. As you mentor and coach you will develop your own style. Your personal experiences in the process and in ministry will come into play here.
12/04/12 Sometimes when you’re working with someone a light bulb will come on. When you see that happen, your first goal as a coach is to ask them what steps they could take in the next 30 days to move toward that idea or realization. That ah-ha can be so huge that is can be hard to know how to move forward. So the first goal is to get some traction. This is also true in Mentoring – when someone gets it – really use that moment to gain traction on their coaching skills
12/04/12 Two purposes of questions One, to help increase awareness Second- to help them take responsibility We Added the element of Expectation- which is the belief that the Holy Spirit is present- to fill and guide If a person that you are coaching says “That is a good question”, or if there is just silence, it means it was a good question. As the Coach Mentor be silent. Don’t mess up the moment; let them take time to think.
12/04/12 Using the online coaching tool is not only a requirement of the certification training - The effectiveness of coaching doubles with the online coaching tool, because it allows you to get to the key issue within ten minutes.
12/04/12 How many times have you met for a coaching session, spent the first 15 minutes trying to figure out the agenda, then spent the last 15 minutes hammering out action plans that go uncompleted? CoachNet has a solution: online coaching. CoachNet's online coaching function can help build structure and accountability into the coaching relationship. Our coaching area gives you the ability to track your coaching appointments using online coaching sessions.
12/04/12 You will be able to download these guides from your Coach Mentor Network – Demonstrate – Mentoring Guide These Mentoring Guides are a template to facilitate successful coaching in sessions for the Certification process. Like any template, it is designed to be a baseline, a place to start, something to help you achieve a desired result. In the process of coaching, you will want to contextualize some of the questions and vocabulary. Use CoachNet coaching tool for all coaching sessions. Think of the guides in groups of three
12/04/12 Timing of these sessions may vary based on the time available prior to the training - However one session every other week works best.
12/04/12 * Preferred timeline, however adjustments may need to be made to reflect individual schedules Moving to quickly through this process tends to hinder the end result – Rushing the process will not only effect the quality of the training received it will directly impact the success of the coach in training.
12/04/12
12/04/12 The following slides are an example of how the coaching guides are laid out for you. Each session will have it’s own guide. Today we will cover the entire first coaching guide so you can get a feel for how they work, then for the remaining 8 sessions we will just cover the objectives. Of course I am happy to answer any questions along the way. Each guide is broken out into a few areas: Objectives – we will be covering the objectives for each of the session during our time together today. Review – or topics as outlined in the objectives area. Wrap up – each coaching guide will provide you with the areas to cover for your next session and ensure you covered all areas for current session. Establishing the relationship is key to a successful outcome – Providing an overview of the whole process will help answer any questions they may have as well as outline the expectations of the program Sharing the coaching vision as outlined by your denomination (group) will give clarity on what the coach in training will be doing with this training once they are done - We see this will reduce attrition rates – If the participant is enthusiastic in the process the results will improve. All attachments are to be made by uploading them into the coaching session. And are available to you for download from your coach mentor subnetwork Ideally the participant will already be logged into the CoachNet website using the promo codes provided by the group administrator – if not then the mentor needs to determine what needs to be done to facilitate this happening. You will cover the first of the 5 R’s – it would be a great idea to refresh yourself in the materials so that you are equipped to cover them as outlined. Assist coach in training in the coachee selection process. It an effort to help them succeed, a little mentoring here will go a long way in their outcomes. We will cover that in a few minutes.
