Feljone G. Ragma
Employer-Employee Relationship
Professor: Dr. Pia Domingo






Definition
Coaching Vs Mentoring
The processes of coaching and mentoring
The things that a coach and mentor does
The tips in effective coaching and mentoring



Both coaching and mentoring are enabling
processes that help individual to achieve his
full potential.
Coaching is short-term. It is job-related;
mentoring is long-term, it crosses job
boundaries.

Coaching
Mentoring
It is part of the job.
It is not a requisite in the job.
The focus is to develop individuals within
their current job- the competencies.
It is career-focused or focused on
professional development that may be
outside a mentee's area of work.
The interest of the relationship is
functional, arising out of the need for
individuals to perform the tasks required
to the best of their ability.
The relationship is finite, ending when an
individual has learned what the coach is
teaching.
Relationships are personal
Relationships cross job boundaries.
Relationships last for a specific period;
the pair may continue in an informal
mentoring relationship.

Coach
Mentor
Focus
Performance
Individual
Role
Specific agenda
Facilitator with no agenda
Relationship
Comes with the job
Self selecting
Source of influence
Position
Perceived value
Personal returns
Teamwork/performance
Affirmation/learning
Arena
Task related
Life

Robert Dilts defines the process as:
 Guiding: the process of directing an individual or a group
along the path leading from present state to a desired
state
 Coaching: helping another person to improve awareness,
to set and achieve goals in order to improve a particular
behavioural performance
 Teaching: helping an individual or group develop cognitive
skills and capabilities
 Mentoring: helping to shape an individual’s beliefs and
values in a positive way; often a longer term career
relationship from someone who has ‘done it before’
 Counselling: helping an individual to improve
performance by resolving situations from the past.

Mentoring and
Counseling
Coaching and
teaching
Guiding




Facilitate the exploration of needs, motivations,
desires, skills and thought processes to assist the
individual in making real, lasting change.
Use questioning techniques to facilitate client's
own thought processes in order to identify
solutions and actions rather than take a wholly
directive approach
Support the client in setting appropriate goals
and methods of assessing progress in relation to
these goals




Observe, listen and ask questions to
understand the client's situation
Creatively apply tools and techniques which
may include one-to-one training, facilitating,
counselling & networking.
Encourage a commitment to action and the
development of lasting personal growth &
change.




Maintain unconditional positive regard for the
client, which means that the coach is at all times
supportive and non-judgemental of the client,
their views, lifestyle and aspirations.
Ensure that clients develop personal
competencies and do not develop unhealthy
dependencies on the coaching or mentoring
relationship.
Evaluate the outcomes of the process, using
objective measures wherever possible to ensure
the relationship is successful and the client is
achieving their personal goals.


1. Inspires the individual to perform "best thinking" and
"best practice." The coach needs to be very up- to -date on
best practices in the workplace and not allow the individual to
continue on a path that has already proven to be out-dated or
faulty. Organizational practices are so often very insular and
the coach can be a vital source of new external information.

2. Causes the individual to challenge assumptions and
discern facts from opinion. As we move up what Chris Argyis
calls the "ladder of inference," we begin to treat assumptions
as facts to the point where we will believe something is true
that has very little basis in actual data. The coach helps to
surface erroneous assumptions before decision making occurs
by testing the meaning being added, the conclusions drawn
and the beliefs formed.


3. Provides encouragement and support. We live in an ultracritical world with extremely high expectations placed on our
leaders. We forget that they are human, with self-doubts,
anxieties, and internal voices that are very self-critical. The coach
is invaluable for providing positive feedback, encouragement and
a supportive ear during difficult times.

4. Teaches and directs when experience and competency are
lacking. In every coaching situation I've had, there have been
strategies and tools that I have shared that benefit the
individual's understanding and competency. Self-discovery is
only valuable if there is something inside to discover. In the case
where competency is lacking, self-discovery can be a futile
path. Having a coach who is knowledgeable in areas where the
individual is not, opens doors to new understanding and insights.


5. Extracts lessons learned from various experiences. The
coach can initiate the reflective conversation related to lessons
learned that many leaders actually tend to avoid. If the
individual is one-sided during the reflection, the coach can
encourage a balance between the positives and negatives.

6. Provides constructive insight and feedback about the
"blind self" areas.For those familiar with Johari's window, we
all have what is called the "blind self" - behaviors that we don't
see in ourselves that others do see. The coach can open
exploration of these behaviors through guided discussion,
helping the obscure become transparent and reflecting to the
individual how he or she might be perceived by others. These
insights can form the basis of a strong personal development
plan for the individual.


5. Extracts lessons learned from various experiences. The
coach can initiate the reflective conversation related to lessons
learned that many leaders actually tend to avoid. If the
individual is one-sided during the reflection, the coach can
encourage a balance between the positives and negatives.

6. Provides constructive insight and feedback about the
"blind self" areas.For those familiar with Johari's window, we
all have what is called the "blind self" - behaviors that we don't
see in ourselves that others do see. The coach can open
exploration of these behaviors through guided discussion,
helping the obscure become transparent and reflecting to the
individual how he or she might be perceived by others. These
insights can form the basis of a strong personal development
plan for the individual.


7. Guides new learning. I'm always curious about how few
books and articles leaders actually read to stay current in
their managerial field. The coach can be a personal
librarian of information and resources - books, videos,
audio-tapes, articles, blogs, associations and tweets to
follow - that might be valuable for the leader.

8. Builds confidence of individual to tackle tough
issues. Coaching actually spans quite a few different areas
- skill-development, performance, professional
development and specific executive agendas. Leaders
often need a confidential sounding board to test out ideas
before actually implementing them. The coach helps to
build confidence within the leader to take on tough issues,
many times by just helping the leader walk through an
approach and filling in the missing pieces.




Delegate: Articulate the results you want to see,
set parameters, determine what support the
employee needs, and set times to conduct
progress reviews along the way.
Give performance feedback. : State what you
observe, be specific and direct, show sincerity,
and communicate face-to-face for both positive
and negative performance efforts.
Motivate employee performance: Give timely
recognition for a job well done and provide
favorable assignments that challenge your staff
and meet business needs at the same time.

Mentor employee growth: Pass on words of
wisdom that guide behavior for success and ask
employees for ideas to make improvements and
solve problems.
 Focus employee performance: Collaboratively
set goals with action plans that define the key
steps for achieving the goals.
 Set meaningful goals: Define the results that
need to be achieved and how the goals will be
measured.


Assess employee performance: Don’t wait for the
annual review. Meet one-on-one with each staff
person at least once per quarter to review
performance; adjust plans accordingly to keep
priorities current.
 Aid career development: Collaboratively set plans
that define how employees will prepare themselves —
from training to work assignments — to grow in their
skills and capabilities.
 Deliver training: Give step-by-step instruction a that
involves your employee doing the skills or procedures
in a hands-on way.



Reinforce good performance: Catch
employees doing quality work and
demonstrating positive behaviors with the
same effort that you catch them when
performance doesn’t go as well as needed.





Case No. 1: CARLITO
Carlito, 32, is a staff officer in the Environmental Management Bureau of
the DENR. His work principally entails collaborating with LGUs on how
the land, air and sea could be effectively managed to ensure sustainable
development. He had worked comfortably with traditional regulatory
frameworks on environmental management and had been very effective
on this. He could cope with the job challenges and was happy with the
work.
Lately, their operational framework had drastically changed brought
about by the global climate change. Many things had to be learned,
expectations were high and results were needed immediately. However,
his capacity to respond to a new work environment fell to its lowest level
unable to muster his personal resources need job situation. There was
hardly a week that he was not absent. If in the office, he felt bored,
psychologically removed from the mainstream work.
How can Carlito be helped?








Case No. 2. JONAS
Jonas, 58, is one of the old timers in the BKLA Office. He works as a multi-tasked
utility staff. Having successfully graduated his children in college and is looking
forward to an early retirement, he thinks he deserves a break from the daily
humdrum of office work.
In some days after work, he invites his close friends in the office to have 2 beers
in the Doming Beer Garden. As the initiator, he is the “taya”. The two beers per
capita now averages 2 dozens, and while enjoying chilled beer, they are also
enjoying karaoke music let alone the smiles of the young lady waitresses. The
few days a week became more frequent. And more expensive.
Soon, the affair has taken its toll on his work. For Jonas, he has been late for work
and is found sleeping in the early afternoon. At one time, Jonas’ wife came to the
office to talk with the Boss on “corrective” measures.
With the wife complaining and the Boss suffering the work inadequacies of
Jonas, something drastic has to be done.
How can you help break Jonas’ downward spiral and get him back to his usual
self?


Thank you for Listening!