Coaching and Mentoring

Coaching Mentoring

NAME OF PRESENTER

CO

AC

HIN

G

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is about

results

focuses on the person and their career

facilitates learning

focuses on roles and skills

based relationship

facilitates

growth individual

aching c What is

enhance quality of his/her career

improve performance

develop skills

coaching what is

A training method in which a more experienced or skilled indivual provides an employee with advice and guidance intended to help him or her...

based on the belief that people want to and can do a job

coaching

a dialogue – a give-and-take, sharing of ideas and information

situational

based on trust in the coachee that he/she wants to improve

what is

focuses on a specific task

coaching

related to several other organizational processes like: • change management • teambuilding • facilitation • Performance management

what is

Highlights what people can readily achieve, given the right support

coaching benefits of

Good programs can simplify what might appear to be particularly difficult situations

Successful programs can lead to improved individual and team performance and increased level of motivation

hone competencies

assess performance

observe job performance

converse with the

performance-improvement

ideas

connect with the coachee C

O A C H

GROW model of COACHING

the

Builds on a series of questions that form

the basis of each coaching session

GROW model of COACHING

the

Each session is designed to move the

person towards an identified goal

• Set goals • Write them down

be SPECIFIC

coaching session

be MEASURABLE

be ACTION oriented

be REALISTIC

setting goals for a

set a TIME FRAME

Invite them to tell their story about their goals

brainstorm OPTIONS to move towards goals

• identify steps to reach goals • write action plan

WRAP UP

G

R

O

W

oals

eality

ptions

rap up

Coach only on the first hand data:

One of the best ways to lose

credibility is to coach someone on a

performance or behavior that have

been reported to you by a third

party.

-Akimball-

is about

results

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relationship based

focuses on the person and their career

roles and

CO

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HIN

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MEN

TO

RIN

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focuses on

skills

learning

CO

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ring ment What is

mentoring what is

A career development method whereby

less experienced

employees

more experienced colleagues

are matched

with

for guidance, either through formal or informal programs

mentoring what is

less experienced

employees

more experienced colleagues

pair with

MENTEES MENTORS

to gain:

Knowledge Skills

Experience Information

Advice

mentoring what is

more experienced

person

less experienced person

facilitates the broad

development

Intellectual Personal

Social

mentoring what is

demands a wide range of...

intellectual skills

technical skills

cognitive skills

mentoring a tool to nurture and let people grow

essentially about helping a person develop more effectively

a relationship designed to build confidence to help a person take increasing initiative in his/her development

may be done by anyone

what is

mentoring involves differently for different persons involves real listening

does not dictated the mentee what to do; helps the mentee clarify his/her objective

a process of providing guidance, advice, support, and feedback; of responding

what is

G ALS mentoring

Organization

Mentor

Mentee

increase productivity

help the mentee become a beter individual, realize full potential

help him/her to learn, enjoy learning and apply the fruits of learning

2 types of MENTORING FUNCTIONS

career

psycho- social

challenging assignments

exposure & visibility

protection

coaching

career help mentee learn the ropes and prepare for career advancement

acceptance & confirmation

role-modeling

friendship

counseling

psychosocial help mentee develop a sense of competence and clarity of identity

Phases of a Mentoring Relationship

Initiation • potential mentoring pair get to know each other

• each recognizes the potential of the other

• mentee comes to respect mentor and

• mentor recognizes mentee shows promise.

Phases of a Mentoring Relationship

Initiation

Cultivation

• bulk of the mentoring “work”

• lengthiest phase • each learns about the

other’s abilities • mentee learns and

mentor advises, promotes, and protects

Phases of a Mentoring Relationship

Initiation

Cultivation

Separation

• most dynamic and least expected

• tension may be most notable characteristic because mentoring functions decrease and mentee acts more independently

• tension and stress are a normal and neither spells doom

Phases of a Mentoring Relationship

Initiation

Cultivation

Separation

Redefinition

Mentoring

Structure

One on One

Group

Resource-based

Training-based

one peer or senior mentoring

needs group dynamics, scheduling, no personal relationship as in one-on-one

general pool of mentors for “as-needed”, less structured, more informal

training materials form basis of contract, links theories to practical experience

steps of mentoring 7

Identify need

Gather evidence

Motivate, Set targets

Plan how to achieve

previous: plan how to achieve

Create practice opps

Observe; give feedback

Support through setbacks

steps of mentoring 7

Helps the mentee see the consequen- ces of different actions for the mentee to decide for himself

Turns questions back to the mentee

Helps the mentee set targets for him/herself

Refers the mentee to someone better qualified to help

How the mentor works?

coach

ROLES mentors

play teacher

counselor

sponsor

role model

adviser

protector supporter friend

advan for the mentor

mentee dependence on mentor

time, energy commitment to mentee

negative halo from mentee who fails

advan for the mentee

overdependence on the mentor

micro-manangement from the mentor

negative halo from mentor who fails

dysfunctional mentor

when the relationship does not work for one

or more parties

problems develop when...

• interests of the parties change • differences in judgment between parties • Intrusion/overinvolvement in another’s personal problems • triangulation problem with others (mentor/mentee/supervisor) • destructive tone of relationship (e.g. envy/jealousy,

dependency/suffocation, support/exploitation)

4 potential dysfunctions in mentoring relationships

Psychosocial Career-related

Bad intent toward the other

Negative relations (bullies, enemies)

Sabotage (revenge, silent

treatment, career damage)

Good intent toward the other

Difficulty (conflict, binds)

Spoiling (betrayal, regret, mentor off fast

track)

distancementoring

How to use email:

Use this to set-up meetings (face-to-face

or phone), clarify plans/gials, pose non-

time urgent questions, review

plans, maintain contact

distancementoring

How to use email:

Don’t use this to give critical or complex feedback, provide

impressions of others behaviors, provide

impressions of third parties, exchange

sensitive information

distancementoring

COMMUNICATION CHALLENGES: • Listen for non-verbal

cues (e.g. pregnant pauses, voice tone, tempo, volume)

• Push for specific information, clarify meanings

• Summarize agreements

LE R mentors of

• Offer advise that helps mentee develop – role is NOT to make decisions for mentee or micromanage

• Train to be efficient. Guidance and advice for one mentee may also be appropriate for another

• Be aware of potential pitfalls: overdependence of mentee, mentee exploitation of mentor’s infuluence.

• Be sensitive to difference between developing a mentee and using a mentee

• Be aware if dynamics of the relationship. Developmental needs may change.

P mentors

TENTIAL advice

to

• Recognize that the mentee may be uncomfortable asking for help – break the ice by sharing some of your career experiences

• Stay in your zone of expertise/experience • Be clear that mentee sets pace of relationship • Advise, do not manage • Extend mentee’s developmental network –

suggest additional mentors to address unique needs

P mentors

TENTIAL advice

to

• Engage mentees in on-going conversations • Demystify the profession, organization or

business • Provide constructive and supportive feedback • Provide encouragement and support • Look out for your mentee’s interests • Treat your mentee with respect • Individualize and personalize your interactions

LE R mentees of

• Seek counsel and advice, not a supervisor who directs actions • Be aware of potential pitfalls: overbearing mentor,

mentor exploitation of mentee’s work • Be sensitive to the difference between asking for

help/advice and demanding favors from your mentor • Synthesize lessons learned from all mentors – become

your own person • Recognize dynamics of the relationship

P mentees

TENTIAL advice

to

• Get mentors! Internal mentors help with current organizational issues. External mentors help with larger career issues and organizational moves.

• One mentor is unlikely to fulfill all developmental needs

• Be proactive • Set SMART development goals (Specific,

Measurable, Attainable, Relevant, Time-bound)

P mentees

TENTIAL advice

to

• Be efficient in your interactions with your mentor

• Take yourself seriously • Accept critiques in a professional manner • Be responsible • Demonstrate your commitment to the profession • Follow your mentor’s advice • Respect boundaries

Workshop

Individual Development Planning

aftertheprogram

Relationships may come to a natural end when a mentee learns enough to be independent from specific mentors

New mentoring relationships with others may be more beneficial than continuing an

exhausted relationship

Pilot program will assess how mentoring met needs of both mentees and mentors

Program end may not mean the end of the relationship – informal mentoring can continue if both parties agree

aftertheprogram

“In learning you

will teach, and in

teaching you will

learn.”

- Phil Collins -