2. COACHING & MENTORING
GOALS OF THIS COURSE
To act & think like a coach & mentor
To understand the roles and techniques of the
coach or mentor
To expand your coaching & mentoring abilities -
within individuals or teams
3. COACHING
The development process used by
managers to empower individual
employees to perform at their best
A coach Needs To Know
Who the employee is
What the employee can or cannot do
What the employees goals are – aligned to
organizational goals
How to help employees to achieve them
4. THE COACH
“Doesn’t play the game”
C • Creatively assists employees to complete their work
O • Operates as individual or team member
A • Accounts for work & Accepts new challenges
• Co-operatively & Collaboratively moves work competencies to
C higher levels
H • Hears & Helps
5. Personal Coaching
Qualities
Adaptive – to individuals, particular situations
& resources
Breaks down organizational barriers – not
constrained by the illogic of systems or
marketplace
Is objective – emotional distance provides
clarity
Recognizes that all performance can be
enhanced – bad, good & exceptional
Keeps individuals & teams focused on goals –
gives clear answers to “Why we are doing
this”.
7. A Mentor
Is a role model
Builds relationships
Enhances trust & commitment
Does more than simply “teach you”
Is a source of inspiration & direction
Can give direction & purpose
8. Who Can Be Coached
Or Mentored?
Rookies & Experienced Executives –
Needs will be different, their
starting points varied, but their
desired outcome the same
Overall improvement & increased
personal & job satisfaction
9. Good Coaches & Mentors
Don’t necessarily have all the
answers
Have a lot of good questions
Draw their employees in
Let them participate in the
process
Leave much of the decision
making up to them (Buy-in)
10. When Is Coaching &
Mentoring Important?
They are not events – but ongoing
processes
Done during setbacks & problems, &
when employees are learning new skills
When employees either succeed or fail
When employees are new, or show
potential
When new opportunities are identified
11. Coaching & Mentoring
Appropriate For
New employees
Increasing levels of
performance
Developing new skills
Adapting to changes
Critical When
Initiating or building teams
New or existing team
members are learning people
or technical skills
12. What Is Most Difficult
About Coaching & Mentoring
Putting yourself second
Finding reward in success of others
A sense of accomplishment in small wins
Teams & individuals hold centre - stage – not you
When things go wrong – accept responsibility
During an emergency or crisis – a benevolent
dictatorship is probably more appropriate
13. Developing A Workplace Model
A continuous process – there will always
be a well-defined starting point,
signposts & other markers to let you
know where you are & what your next
step is.
Any model should be a sequence
of predictable steps that rolls back
on itself
14. The Coaching & Mentoring
Sequence
1 • Assess where the person is now
2 • Determine the individual’s goals & expectations
3 • Develop a plan to achieve the goals
4 • Implement the plan
5 • Evaluate the performance
6 • Give feedback
15. Step 1
Assessing where the
person is now
Skills
Job Knowledge
Attitude
Satisfaction
16. Step 2
Determining goals &
expectations
Are they reasonable?
Is their a realistic
timeline?
Are the goals Measurable?
Quantifiable?
Attainable?
17. Step 3
Developing a plan
Training
What kind?
How can it be taught?
Coaching or mentoring
Seminar
When should it be taught?
BEST WHEN –
• Closely related to
implementation of new skills
• On-the-job
• Regular & continuous
Focus on Giving Experience
There are substitutes - none
are very good
18. Step 4
Implementing the plan
How action will be
taken
How chances will
be taken
19. Step 5
Evaluating
Performance
Measured against
the standard/s
required
20. Step 6
Giving feedback
Focused on achieving the
goal of continuous
improvement
Then begin with Step 1 again
21. Encouraging Others
To Change Their
Behaviour
People are capable of changing
People cannot be made to
change
People make their own decisions
Intervening done in manner
showing care and respect
People sometimes have right to
impose their will
Interpersonal relationship skills
are necessary
22. INTERVENTION
The process of
assisting others to
consider changing
their skills, attitude,
behaviour or conduct
23. “Must” Intervention
Must be performed, because:
Someone is doing something that
directly affects the intervenor
It is the intervenors’ job to encourage
others to change
24. “Can” Intervention
A strong relationship exists
between people
One of the two has helpful
information
They want to help the other person
25. Guidelines For A
“Must” Intervention
1. Initiate the communication
2. State your concern
3. Involve the other person in
finding a solution
4. Ensure alternative solution is
satisfactory
In the face of any resistance -
shift to active listening
26. Guidelines For A
“Can” Intervention
1. Ensure a relationship is built
with other person
2. State nature of the concern -
ask for permission to
continue
3. Wait for permission before
continuing
4. Share personal concerns
5. Be Specific
6. Be brief & state the concern
only once
27. How To Intervene
The Unmotivated Employee
Determine if the employee is
really unmotivated
If the employee is really
unmotivated
• People get excited about
work they enjoy
• They find enjoyment through
being challenged
• Focus on both group &
personal goals
• Ask enough questions
28. The Know–It–All (K.I.A.)
In order to redirect them,
focus on goals of the
whole group as well as on
individual goals
If the K-I-A is wrong, ask
enough questions that it
becomes apparent
Increase the employee’s
responsibility to prevent
meddling
Confront the behaviour
before it causes problems
with others
29. The Risk Taker
Can be a positive trait
Find ways to put that
creativity to good use
Assign jobs that they do best
Continually challenge them
Assign challenging work
Move them out of their
comfort zone
Recognize that risk takers are
people who see things
differently – can be valuable
assets
Give them the freedom to
make mistakes
Make the experience an
opportunity for all to learn
from
30. The B.A.L.T.Y.
Been Around Longer Than You
Tell them often how you appreciate
their contribution to the team
Tell them their talents are welcomed &
they make a difference
Ask what they would like to do
differently
Seek their advice & use it
Make them resident experts
Encourage others to use them as
‘sounding boards’
31. The Superstar
We must always challenge them
They can handle responsibility
Identify what makes them a star
Cultivate their leadership
abilities
Pave the way for them to move
ahead
Don’t show favoritism
Don’t create problems where
there are none
Beware of burnout
33. Counseling
Attitudinal or Behavioural
Problems
Personal Problems
Used to redirect/focus
employees back into goals of the
organization
Requires specific skills
ASKING QUESTIONS to discover
real reasons or to get to root of
the problem
LISTENING ACTIVELY to show
empathy, to be objective &
focused & to show understanding
34. Counseling
Get the facts
Select an appropriate place
Give reasons for the
intervention
Look for causes, not just
symptoms
Help the individual to improve
Give the employee the
opportunity to make the
correction
35. Encouraging
Necessary with
• New employees
• Employees needing to grow &
• develop
• Employees with untapped
potential
Requires insights & objectivity
• Provides direction
• Demonstrate what needs to be
done
• Where to go
Show & share expertise
Allowing employees to shadow you
Support & encourage employees
to grow into their careers
36. How To Encourage
Be Consistent
Be Honest
Emphasize Behaviour
Praise soon after the event
Be Proportionate
Be Specific
37. The Trainer Or Mentors
10 Step Process
INITIAL FACT FINDING SETTING THE STAGE
What was covered in previous Praise what they do well
sessions? Briefly describe the
What goals were set & were opportunity for change/growth
they met? as you see it
Am I being objective?
Do I know this persons Communicate expectations
strengths, weaknesses & for the session
challenges?
What are the goals for the
session?
What must happen as a result
of the session?
38. 10 Step Process
DEFINE CHALLENGES AGREE ON FACTS
& PROBLEMS Clarify
Listen actively Summarize
Ask questions – employee
will define best
Reflect & paraphrase their
SEARCH FOR
perceptions OPTIONS
Let people vent – don’t Ask questions & listen
interrupt & manage your Employee should come up
reactions with solutions
Keep employee on track – Guide employee to other
offer your perceptions options if not practical
Describe behaviour only –
objective, descriptive &
specific
No judging
39. 10 Step Process
PRIORITIZE THE DEVELOP AN ACTION
OPTIONS PLAN
Evaluate the consequences Determine specific training
of each one steps
Rank in descending order of When to begin
preferred solutions Define the activities
DEFINE YOUR
TIMELINES
When & how often
Duration of sessions
40. 10 Step Process
LEAVE THEM ON AN FOLLOW UP
“UP NOTE” Monitor milestones
Praise them one more time Evaluate performance
on ending against standards agreed to in
Express appreciation for the action plan
their efforts & contributions to Redirect & reassess
the organization Begin the cycle again
41. Confrontation
Is difficult
Uncomfortable
Most people aren’t very
good at it
Used when other methods
have failed
Requires development of
questioning techniques
Reduces conflict &
confrontation
Reduces defenses
To gather facts
Focus on solutions & goals
Create action plans
43. Competition
Achieve goals &
further interest
regardless of impact
on others
Competition &
domination
WIN-LOSE Struggle
44. When To Compete:
Quick decisive action
Important issues with unpopular courses of action
Vital issues when you’re right
When people take advantage of non-competitive behaviour
45. Negative
Consequences
of Competition
Surrounded by “Yes” people
Distorted perceptions
Reduced communications
Damage to relationships
No commitment
Constant “Policing”
Fear of admitting ignorance/uncertainty
46. Accommodation:
Place
Maintain opponent’s
relationship
through self- interests
sacrifice above own
Appease opponent
47. When to Accommodate
You’re wrong
Issue more important to others
Need “credit” for a larger, more
important issue
Competition damaging
Preservation of harmony important
Develop subordinates through
errors
48. Negative
Consequences
of accommodation:
Frustration
Self-esteem Decrease
undermined influence
Relinquish Laxity in
best solution discipline
50. When to Avoid
Already a lost cause
Damage outweighs benefits
Need more info
Need time to cool down, compose, gain perspective
When others can resolve it
Symptomatic of something larger
51. Negative Consequences
of Avoidance:
Decisions by default
Unresolved issues
Saps energy
Self-doubt
Prevents creative input
Lack of credibility
52. Compromise:
Each party
gives
up something
No winner or
loser
53. When to Compromise
Moderately important goals
Equally strong & committed
opponents with mutually exclusive
goals
Temporary settlements on complex
issues
Expedient solutions under time
constraints
Back-up to collaboration or
competition
54. Negative
Consequences of
Compromising
Lose sight of larger issues
Cynical Climate
No-one is fully satisfied
Short-lived solutions
55. Collaboration
Co-operate to satisfy all parties concerned
Solve problems & clarify differences
Viewpoints focused
Consider all alternatives
WIN-WIN approach
56. When to Collaborate
Concerns too important to compromise
Better understand others
Need to merge diverse insights
Commitment increased through consensus
Working through hard feelings
57. Negative
Consequences of
Collaboration
Waste time on insignificant
issues
Ineffective decisions from
uninformed people
Unfounded assumptions
about trust
58. Was The Session
Successful?
1. WAS IT MUTUAL? The other person spoke more than you
There was 2 – way communication
2. WAS IT You managed your emotions
RESPECTFUL? You gave real attention to other person’s
ideas
You valued their opinions
3. WAS IT SOLUTION You didn’t defend or rationalize the problem
& OPPORTUNITY The focus was on goals
FOCUSED? You fixed the problem – not the blame
You ended with an action plan
4. WAS IT You began with an end in mind
STRUCTURED / You didn’t just react on the spur of the
PLANNED? moment
59. Was The Session
Successful?
5. DID YOU MAINTAIN The person asking the questions is always in
CONTROL? control
When you asked questions, you waited for
the answer
If you felt you were losing control, you asked
more questions
6. DID YOU FOCUS ON Don’t “toss the kitchen sink”
ONE TOPIC PER To begin with – you have not been giving
SESSION? consistent feedback
7. WHAT HAPPENED Did your intervention result in any positive
DURING THE change behaviours?
SESSION?