C&M day 4

1. Level 5 Certificate in Coaching
and Mentoring
Day 4

2. Aims for day
• Review learning logs from day 2
• Group feedback on coaching practice
• To review coaching ethics and supervision
• Consider the impact of ethics on your own
coaching mentoring practice
• To introduce and use tools as a coach/mentor
• To undertake coaching practice and
supervision

3. Tutorial review
• Group review of coaching/mentoring
experience since last meeting

4. Ethical considerations of coaching
and mentoring

5. Relating to assignments:
• Assignment 1
 AC 2.3 Review the responsibility of the coach or mentor to manage
relationships (include values and power) and remain ethical and non
judgmental
 AC 3.3 Explain the necessity of exploring the expectations and
boundaries of a coaching or mentoring programme with all
stakeholders
 AC 3.4 Justify the rationale for supervision of coaches and mentors in
practice
• Assignment 3
 AC 2.3 Discuss how you ensure your coaching or mentoring is ethical
and non-judgmental

6. Boundaries the 3 way contract
• Who are the
stakeholders involved in
the programme?
• What are the agreed
lines of
communication?

7. Boundaries 4 way contract

8. Beware of your bias
• We may strive to be impartial and unbiased
but be aware of how easy it is to unduly
influence your clients
• Activity: How do you ensure that you remain
impartial and non judgmental?

9. Ethics
• What key themes should be contained in a
code of ethics?

10. Ethics
• AC and EMCC global code of ethics
http://www.associationforcoaching.com/page
s/about/code-ethics-good-practice
• The coaching academy
http://www.the-coaching-
academy.com/about/code-of-conduct.asp

11. Coaching supervision
• Coaching supervision is a formal process of
professional support, which ensures
continuing development of the coach and
effectiveness of his/her coaching practice
through interactive reflection, interpretative
evaluation and the sharing of expertise'
(Bachkirova, Stevens and Willis 2005).

12. Role of coaching supervisor
• Qualitative function
 Supervisors have responsibility to ensure their
supervisee’s work is appropriate and falls within
defined ethical standards
• Developmental function
 Help supervisee to develop their skills,
understanding and capabilities
• Resourcing function
 The supervisor provides emotional support
• CIPD coaching supervision Maximising the potential of coaching

13. Coaching and mentoring tools

14. Your coaching toolkit
• Motivation
• Leadership styles assessment
• DISC assessment
• MBTI assessment
• Team roles assessment

15. Maslow’s hierarchy of needs

16. Maslow’s Hierarchy of Needs
• People are motivated to act in order to meet or satisfy a
need.
• Understanding your motivation is part of self awareness
• Understanding others helps build teams and understand
each other
• Maslow believed that all humans have a drive to reach
their full potential, which he called self-actualisation.
• It is hierarchical.

17. Maslow’s Hierarchy of Needs
Physiological
Self-
actualisation
Hunger
Thirst
Sleep
Warmth
Safety
Security
Protection
Shelter
Social
Affiliation
Belonging
Acceptance
Socialising
Friendship
Love
Self-
esteem
Power
Status
Respect
Appreciation
Recognition
Achievement
Attainment
Competence
Personal
Development
Creativity
Self-fulfilment

18. Extrinsic / Intrinsic motivation
• Extrinsic motivators arise from outside the
individual. We are motivated to perform to
receive an award or avoid punishment
• Intrinsic motivators are from within the
individual. We are motivated to perform
because we find it personally rewarding /
satisfying

19. Activity
• How can you assess the level of motivation of
your coachee/mentee?

20. Skill will matrix

21. Leadership styles
• What is leadership?
 The capacity to establish direction, to influence
and align others towards a common aim, to
motivate and commit others to action, and to
encourage them to feel responsible for their
performance
• CMI Checklist 041 October 2008

22. Leadership Style
• Leadership style is the manner and approach of
providing direction, implementing plans, and
motivating people. As seen by the employees, it
includes the total pattern of explicit and implicit
actions performed by their leader (Newstrom, Davis, 1993).
• Leadership style is about your behaviour, what you do
rather than what you are
• This means your style can be observed, described and
become known to you. Therefore, you can become aware
of a range of alternative styles or behaviour patterns.

23. Leadership - Continuum of Behaviour
Tannenbaum & Schmidt

24. Blanchard & Hersey Situational
Leadership
SUPPORTING
PARTICIPATING
for
HIGH COMPETENCE +
VARIABLE COMMITTMENT
COACHING
SELLING IDEAS
for
SOME COMPETENCE +
VARIABLE COMMITTMENT
DELEGATING
for
HIGH COMPETENCE + HIGH
COMMITTMENT
DIRECTING
TELLING
EXPERTISE
for
LOW COMPETENCE + HIGH
COMMITTMENT
S
U
P
P
O
R
T
I
V
E
D I R E C T I V E

25. Transformational Leadership

26. 6 Emotional styles (Goleman and
Boyatzis)
• Visionary
• Coaching
• Affiliative
• Democratic
• Pace-setting
• Commanding

27. Leadership style and personality
assessments
• Leadership style questionnaire
• ITS learning online leadership style
assessments
• DISC personality assessment
 Dominance, influence, steadiness, compliance
• Myers- Briggs Type Indicator (MBTI)
personality assessment

28. DISC personality type assessment

29. Myers-Briggs Type Indicator (MBTI)

30. MBTI

31. Team Roles
“a tendency to behave contribute and
interrelate with others in a particular way”
• Dr Meredith Belbin
http://www.youtube.com/watch?v=OOai178ZiiQ&featur
e=related
http://www.youtube.com/watch?v=9M0Al3Oi0-8

32. Belbin’s 9 team roles

33. Coaching / mentoring practice

34. Coaching practice
• Work in your group of 3
• Ensure each member has equal opportunity to
take each role
• Keep notes – this is evidence for your
assignments

35. For Next Session
• Undertake coaching or mentoring session(s)
• Share experiences with group on day 5