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Learner GuideMentoring and Coaching

October 2013

Learner Guide

Mentoring and CoachingOctober 2013

A training programme delivered by

Version 02: 2-Sep-13 Page | 1


October 2013

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thereof.



October 2013



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Content Page

Learning Unit 1: Mentoring-related concepts7

Learning Unit 2: Steps in the mentoring process10

Learning Unit 3: Initiate the mentor-mentee relationship 12

Learning Unit 4: Define the mentor-mentee relationship15

Learning Unit 5: Plan the education, training and 20

development of the mentee

Learning Unit 6: Review the planned education, training and 41 development of the mentee

Learning Unit 7: Perform continuous mentoring-related51

activities

Learning Unit 8: Coaching-related concepts59

Learning Unit 9: Steps in the coaching process61

Learning Unit 10: Initiate the coach-learner relationship63

Learning Unit 11: Identify the task that the learner must be 65

able to perform

Learning Unit 12: Prepare the learner for the coaching71



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Learning Unit 13: Conduct the coaching sessions83



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Welcome Note

Welcome to the Mentoring and Coaching Workshop. We hope that you will enjoy attending it as much

as we will enjoy presenting it.

The purpose of the workshop is to teach you skills and knowledge that will enable you to effectively

mentor and coach others.

You will be introduced to

mentoring and coaching-related terminology and

the steps in the mentoring and coaching processes.

The workshop (and this Learner Guide) consists of learning units.

Some learning units include activities that you have to complete during the workshop. The activities

will assist you to apply the skills and knowledge that you learn during the workshop.

You will also find useful mentoring and coaching-related templates in the relevant learning units. You

may use the templates to create mentoring and coaching-related templates for use in your

organisation or to revise or update your existing organisational templates.

Please note that this workshop is non-credit bearing. This means that

you will not be assessed in terms of this workshop and

we will not award any credits towards a unit standard or qualification to you in terms of this

workshop.

However, the workshop is designed in such a way that you will have the opportunity to participate in

and contribute to the learning process and thus gain mentoring and coaching-related skills and

knowledge that will enable you to effectively mentor and coach others when you are back at your

workplace.



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Mentoring



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Activity 1

Reading by

learners

Group discussio

n

Group written exercise

Feedback by learners

Individual

written exercise

Role-play

X X X

1. Find a partner and discuss the following questions with him/ her. Record your joint response to

the questions in the space provided.

1.1 Why do you mentor employees in your organisation?

1.2 Who (i.e. what employees) do you mentor?

1.3 How and when do you mentor employees?



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Learning Unit 1: Mentoring-related concepts

After this learning unit, you will be able to:

1. Demonstrate an understanding of mentoring.

2. Name the advantages of mentoring to the Mentor, mentee and organisation.



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1. Mentoring

1.1 What is mentoring?The term ‘mentor’ has its roots in ancient Greek mythology.

According to Greek mythology, Odysseus, prior to going to fight in the Trojan War, appointed a

guardian for his young son, Telemachus. The guardian’s name was Mentor. (Mentor was actually the

goddess Athena who disguised herself as a man for the job).

The idea was that Telemachus would emulate (imitate, copy, simulate) Mentor to learn the skills he

would need. Mentor served as a trusted advisor, teacher, friend and nurturer and hence the term

‘mentor’ came to be associated with those qualities in today’s world.

Mentoring has been defined in the following ways:

The process whereby an experienced veteran helps to shape or guide a newcomer.

The process whereby one person helps another person to become what he/she wants to be.

A relationship between two people (i.e. the Mentor and the mentee) which exists for a given

purpose i.e. to assist the learner to develop professionally and personally.

It has also been defined metaphorically in the following way:

The process whereby an angel will take you by the hand, catch you when you fall and eventually

give you wings to fly alone.

For the purpose of this workshop, mentoring is

a caring relationship

in which a person with more experience (i.e. the Mentor)

works with a less experienced person (i.e. the mentee)

to promote the professional and personal development of the mentee.

Mentoring can be an informal practice in an organisation or be implemented as a formal programme.

During formal Mentorship programmes, the organisation will design a Mentoring Policy and processes

(i.e. a Mentoring Procedure), identify Mentors and mentees, ‘pair’ Mentors and mentees and

implement and monitor mentoring-related processes. In this case, the mentor-mentee relationship is

‘managed’ and guided by means of organisational procedures.

During informal mentoring, Mentors and mentees come together on their own, define their own

relationship and determine their own rules for the relationship.



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(NOTE: For the purpose of this learning programme, we will mainly focus on formal mentor-mentee

relationships in organisations.)

1.2 Who mentors?The person, who mentors others, is called a Mentor.

1.3 Who is mentored?The person, who is mentored, is usually referred to as a mentee (or protégé).

(The word ‘protégé’ is derived from the French verb ‘proteger’ which means ‘to protect’.)

NOTE: For the purposes of this workshop, the term ‘mentee’ will be used.

1.4 What are the advantages of mentoring?The following table indicates the advantages of mentoring to Mentors, mentees and organisations:

Advantages to MentorsAdvantages to

menteesAdvantages to organisations

Creates opportunity for Mentors to share their experience and thus ‘enriches’ Mentors.

Creates opportunity to be recognised.

It provides an opportunity to do something different (than normal duties).

Provides professional recognition and affirmation.

Reduces isolation.

Provides meaningful learning experiences and an opportunity for personal and professional growth.

Improves integration of new employees.

Increases communication, networking and openness/ transparency in organisations.

Improves employee satisfaction.

Enhances career development.

Creates a learning culture.



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Learning Unit 2: Steps in the mentoring process


1. Name the steps in the mentoring process.



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1. Steps in the mentoring processThe following diagram illustrates the steps in the mentoring process:


Initiate the mentor-mentee relationship

(Learning Unit 3)

Define the mentor-protégé relationship

(Learning Unit 4)

Plan the education, training and development of the mentee

(Learning Unit 5)

Review the planned education, training and development of the mentee (Learning Unit 6)

Perform continuous mentoring-related activities

(Learning Unit 7)


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Learning Unit 3: Initiate the mentor-mentee relationship


1. Demonstrate an understanding of the process whereby a mentor-mentee relationship is initiated.



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2. Initiate the mentor-mentee relationshipDuring the first step of the mentoring process, the HR/ Training Department has to

initiate the mentor-mentee relationship.

1.1 What should the HR/ Training Department do to initiate the mentor- mentee relationship?The following diagram illustrates what the HR/ Training Department should do:

Step 1

Identify the Mentor and the mentee.

NotesIf a formal Mentorship programme is implemented in an organisation, the HR/ Training Department will usually initiate the mentor-mentee relationship.If mentoring is an informal practice in an organisation, any employee i.e. the mentee, can approach another employee i.e. the Mentor and request his/ her mentorship. Alternatively, any Manager, Supervisor, professional person, trade worker, etc. can approach another employee and offer to mentor him/ her. In this case, other employees in the organisation might not even be aware of the mentor-mentee relationship.

Who can be a Mentor? Senior professional employees (e.g. Accountants, Engineers,

Technicians, HR Consultants, etc.). Senior trade workers (e.g. Carpenters, Mechanics, Electricians, etc.). Senior employees from other occupations (e.g. clerical workers, etc.). Supervisors and Managers.+ Employees from the HR/ Training Department.

What characteristics should a Mentor have? Leadership – The Mentor should be able to influence the mentee to

achieve certain objectives. Self-knowledge – The Mentor should be aware of his/her likes, dislike

and beliefs. Commitment to the development of people – The Mentor should be

willing to develop and motivate others. The ability to act as sponsor, teacher, ‘insider’, encourager and

supporter, counsellor and advisor to the mentee.

Who can be a mentee? New employees (including professionals and trade workers) who just

completed education-type training interventions i.e. qualifications. Less experienced (and usually younger) employees who are

earmarked for accelerated development. Employees who are busy with training interventions (e.g.

qualifications, skills programmes, short courses, etc.).



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Step 2

‘Pair’ the Mentor and the mentee.

How should the Mentor and the Mentee be paired?Most organisations, which have implemented Mentorship programmes, agree that it is better to allow Mentors and mentees to ‘select’ each other.However, if a formal Mentorship programme is launched in an

organisation for the first time, or if potential Mentors and mentees do not know each other,it could be better to allocate a Mentor to the mentee.

To allow the Mentor and the mentee to ‘select’ each other, the

HR/ Training Department could facilitate a process during

which the mentee is requested to

select three to four potential Mentors (from a pre-identified list of available Mentors) and

list his/ her development needs.

This information can then be used to ‘pair’ the mentees with a suitable Mentor based on the preferences of the mentee and the experience, skills and knowledge of the Mentor.

Step 3

Orientate the Mentor and the mentee.

What aspects should the Mentor and the mentee be informed of during the orientation? The Mentoring Policy of the organisation. The Mentoring Procedure of the organisation (specifying

roles and responsibilities of Mentors and mentees as well as time-frames for mentoring-related activities).

Mentoring-related templates/ forms (i.e. what templates/ forms exist, when it should be completed, how it should be completed, where and how it should be stored, etc.).

How, when and by whom mentoring-related activities will be managed in the organisation.



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Learning Unit 4: Define the mentor-mentee relationship


1. Name the aspects that the Mentor has to discuss with the mentee during the meeting whereby the

mentor-mentee relationship is defined.



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1. Define the mentor-mentee relationshipDuring this step, the Mentor has to

define the mentor-mentee relationship.

This means that the Mentor and mentee have to agree on the nature and structure of the mentor-

mentee relationship.

1.1 What method(s) can the Mentor use to define the mentor-mentee relationship?The Mentor will usually conduct a meeting(s) with the mentee to define the mentor-mentee

relationship.

1.2 What approach should the Mentor have during the meeting?The Mentor has to demonstrate a friendly and open approach by doing the following:

Minimise or eliminate distractions (e.g. by closing the door).

Greet the mentee (and introduce himself/ herself).

Act friendly and open and lead the discussion.

Encourage the mentee (e.g. by giving praise and recognition).

Demonstrate empathy i.e. demonstrate an understanding of the emotional reactions and needs of

the mentee without becoming emotionally involved.

Act firm i.e. when necessary, discourage attitudes and behaviour that are undesirable or

disruptive.

Use open body language (e.g. sit next to the mentee during the meeting, ensure his/ her arms and

feet are not crossed, etc.).



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1.3 What should the Mentor discuss during the meeting?The following table indicates the aspects that the Mentor has to discuss with the mentee during the

meeting:

Aspects to be discussed

Notes and guidelinesExamples of what the Mentor

should say

The purpose of the meeting.

The Mentor has to discuss

the purpose of the meeting i.e. to define the mentor-mentee relationship.

“The purpose of the meeting is to define our (i.e. the mentor-mentee) relationship i.e. the nature and structure of the mentor-mentee relationship that you and I should/ will have.”

The agreement to the mentor-



his/ her agreement to the mentor-mentee relationship and

the agreement of the mentee to the mentor-mentee relationship.

The Mentor must be aware of the fact that his/ her age, gender, etc. could be a barrier to the mentor-mentee relationship and might cause the mentee to not agree to the relationship. In this case, the Mentor should inform the HR/ Training Department of the matter.

“As you know, I was appointed as your Mentor. I want to inform you that I accept (and welcome) this role. ”

”I would also like to know whether you accept this mentor-mentee relationship and whether you thus agree to my appointment as your Mentor.”

The purpose and benefits of mentoring.


the purpose of mentoring and

the benefits of mentoring.

“If you thus agree to this relationship, I would like to discuss the purpose of mentoring with you.”

”Organisation X implemented this Mentorship programme because….”

”Mentoring has the following benefits to me, you and the organisation….”

The mentee’s background and work experience.


the mentee’s background and

the mentee’s work experience.

“I would like you to tell me more about your background. Where did you grow up? Where did you study? What were your favourite subjects? Why? Do you have a family? Are you staying with your family? ”

”What work experience do you have? What did you like/ dislike about your previous work? Why?”



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Notes and guidelines

Examples of what the Mentor should say

The Mentor’s background and work experience.


his/ her background and

his/ her work experience.

The Mentor should not intimidate the mentee when sharing his/ her background and work experience, but rather create an environment where the mentee feels that he/ she can learn from someone (i.e. the Mentor) who is willing to share his/ her knowledge and experience.

“I grew up in…”.

”I studied at ….and started working at … in….”

”Throughout the years I was a …and…. at ….Company Z. ”

”I would like to share with you what I have learnt throughout the years and I would also like to learn new things from you.”

The mentee’s previous mentor-

mentee relationships.


the mentee’s previous mentor-mentee relationships.

“Did you previously have a Mentor? What did you find useful about the relationship? What didn’t find useful about the relationship? ”

”Did you experience any problems or frustrations with the relationship? If so, what problems did you experience? How was the problem solved? ”

”...Thank you for sharing that with me. I will take what you have said into consideration when we discuss our roles and responsibilities and the structure of the mentor-mentee relationship.”

The roles and responsibilities of

role-players involved in the

mentoring process.


the roles and responsibilities of role-players involved in the mentoring process.

“The mentoring process involves various role-players who have to perform mentoring-related activities. According to the organisational Mentoring Procedure, the Mentor has to ...”

”The mentee has to ...”

”Your Manager/ Supervisor has to …”

”The HR/ Training Department will ...”



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Notes and guidelines

Examples of what the Mentor should say

The structuring of the mentor-


The Mentor also has to discuss

the frequency of meetings between the Mentor and the mentee,

the duration of meetings between the Mentor and the mentee,

the aspects that will be discussed during meetings and

what access the mentee will have to the Mentor outside the scheduled meetings.

“The mentor-mentee relationship will be structured in the following way: We will meet once a month for an hour. We will agree a specific date for the meeting. ”

”We will discuss … during the meetings.”

”If you need to see me outside the schedule meetings, you may …”

The questions, inputs and/ or

concerns of the mentee.

Throughout the meeting, the Mentor has to give the mentee an opportunity to ask questions, discuss concerns and provide inputs.

“Is this clear to you?”

“Do you have any questions?”

“What concerns do you have?”



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Learning Unit 5: Plan the education, training and development of the mentee


1. Name the method(s) that the Mentor could use to plan the education, training and development of

the mentee.

2. Describe the approach that the Mentor should have during the IDP-planning meeting.

3. Name the aspects that the Mentor has to discuss with the mentee during the IDP-planning

meeting.

4. Plan the education, training and development of the mentee.

5. Explain the reason(s) for referring the mentee to professional service providers.

6. List the actions that the Mentor should follow after the IDP-planning meeting to maintain the

confidentiality of mentoring-related information.



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1. Plan the education, training and development of the mentee

During this step, the Mentor has to

plan the education, training and development of the mentee.

1.1 What method(s) can the Mentor use to plan the education, training

and development of the mentee?The Mentor will usually conduct a meeting(s) with the mentee to plan the education, training and

development of the mentee.

This is referred to as the IDP-planning meeting.

1.2 What mentoring-related template/ form should the Mentor complete

during the IDP-planning meeting?The Mentor has to complete

(the mentee’s) Individual Development Plan (IDP)

during the IDP-planning meeting.



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Activity 2

Reading by

learners

Group discussio

n


Feedback by

learners

Individual written exercise

Role-play

X X X X

1. Read the Learner Guide section allocated to you.

2. Conduct an ‘IDP-planning meeting’ with ‘your mentee’ to plan the education, training and

development of the mentee. (One person will play the role of ‘the Mentor’ and another person will

play the role of ‘the mentee’ during the ‘IDP-planning meeting’. ‘The Mentor’ has to discuss

relevant aspects with ‘the mentee’ and ‘the mentee’ has to provide inputs during the ‘IDP-planning

meeting’.). Also complete ‘your mentee’s’ Individual Development Plan (IDP) (available on the

next pages) during and after the ‘IDP-planning meeting’.

3. Observe the ‘IDP-planning meeting’ that takes place between ‘the Mentor’ and ‘the mentee’. (The

purpose of the ‘IDP-planning meeting’ is to plan the education, training and development of the

mentee.) Make notes on the effectiveness of the meeting by using the Observation checklist

provided on the next page(s).

4. As a group, discuss the effectiveness of the meeting that took place.



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Observation checklist: IDP-planning meeting

Did ‘the Mentor’… or X


Greet the mentee (and introduce himself/ herself)?

Act friendly and open and lead the discussion?

Encourage the mentee (e.g. by giving praise and recognition)?

Demonstrate empathy i.e. demonstrate an understanding of the emotional reactions and needs of the mentee without becoming emotionally involved?

Act firm i.e. when necessary, discourage attitudes and behaviour that are undesirable or disruptive?

Use open body language (e.g. sit next to the mentee during the meeting, ensure his/ her arms and feet are not crossed, etc.)?

Discuss the purpose of the IDP-planning meeting and the Individual Development Plan (IDP)?

Discuss the time-frame applicable to the IDP?

Discuss the mentee’s career, education and training profile?

Discuss the mentee’s career objectives?

Discuss the strategic objectives of the organisation and how the mentee’s career objectives align/ not to the strategic objectives of the organisation?

Discuss the mentee’s planned education, training and development-type training interventions?

Discuss the organisation’s Education, Training and Development Policy?

Discuss the mentee’s special needs and learning barriers/ support requirements as well as actions to address the special needs and learning barriers/ support requirements?

Discuss when or how often the mentee’s IDP will be reviewed?

Discuss the mentee’s questions, inputs and/ or concerns?

Discuss the mentee’s review of the IDP-planning meeting as well as the mentee’s agreement to his/ her IDP?



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INDIVIDUAL DEVELOPMENT PLAN (IDP)

Time-frame

Mentor and mentee details

Mentee initials and surname

Mentee ID number

Mentor initials and surname

Mentor ID number

Career, education and training profile of mentee

Current position

Career profile

Previous positions occupied

Time-frames during which positions were occupied

Existing qualifications

Training interventions

attended



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Short term planning (i.e. next two years)

Career objective(s) of mentee Senior Manager

Planned training interventions to enable achievement of career objective(s)

Time-frames/ Target dates

Progress and corrective action

Planned education-type training interventions

Planned training and development-type training interventions



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Medium term planning (i.e. next three to five years)

Career objective(s) of mentee


Time-frame/ Target date


Planned education-

type training

interventions

Planned training

and developme

nt-type training

interventions



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Special needs and learning barriers/ support requirements of mentee

Special needs and learning barriers/

support requirements

Activities implemented to address the special needs and

learning barriers/ support requirements

Referrals made Progress and corrective action



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Mentee’s review of IDP-planning meeting AgreeDisagre

e

I agree/ disagree that the following aspects were discussed and agreed with me during the IDP-

planning meeting:

The purpose of the IDP-planning meeting and the Individual Development Plan (IDP).

The time-frame applicable to the IDP.

The strategic objectives of the organisation and how my career objectives align/ not to the strategic objectives of the organisation.

The organisation’s Education, Training and Development Policy.

When or how often my IDP will be reviewed.

My questions, inputs and/ or concerns.

The Mentor advised and supported me in a sensitive, caring and professional manner.

The advice and support given by the Mentor was sufficient and appropriate.

Agreement to IDP

Mentee signature Date

Mentor signature Date

Mentee’s review of IDP-review meeting AgreeDisagre

e


review meeting:

The purpose of the IDP-review meeting and the Individual Development Plan (IDP).




Agreement to revised IDP




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1.3 What approach should the Mentor have during the IDP-planning meeting?The Mentor has to demonstrate a friendly and open approach by doing the following:








disruptive.



1.4 What should the Mentor discuss during the IDP-planning meeting?The following table indicates the aspects that the Mentor has to discuss with the mentee during the

IDP-planning meeting:



should say

The purpose of the IDP-planning

meeting and the Individual

Development Plan (IDP).

The Mentor has to discuss the purpose of the IDP-planning meeting i.e.

to plan the education, training and development of the mentee and

to agree the mentee’s Individual Development Plan (IDP) with him/ her.

The Mentor has to explain that the mentee’s IDP will be completed during/ after the IDP-planning meeting and that the mentee will receive a copy of his/ her IDP during/ at the end of the IDP-planning meeting.

“The purpose of the IDP-planning meeting is to plan your development. The purpose of the IDP-planning meeting is also to agree your IDP with you. ”

”The purpose of the IDP is to reflect

the aspects discussed with you during the IDP-planning meeting,

your agreement to your planned education, training and development and

your evaluation/ review of the IDP-planning meeting. ”

”We will complete your IDP during the meeting and during/ at the end of the meeting, you will receive a copy of your IDP.”



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should say

The time-frame applicable to the

IDP.


the time-frame that applies to the IDP.

“This IDP will apply from January to December 2013.”

The mentee’s career, education

and training profile.


the current position of the mentee,

the previous positions of the mentee and time-frames during which the positions were occupied,

the existing qualifications of the mentee as well as

the training interventions that the mentee attended.

“What previous positions did you occupy?”

”When did you occupy these positions?”

”What qualification(s) do you currently have?”

”What training interventions have you attended?”

The mentee’s career objectives.


the mentee’s short term career objective(s) i.e. the position that the mentee wants to occupy within the next two years,

the mentee’s medium term career objective(s) i.e. the position that the mentee wants to occupy within the next three to five years,

possible career opportunities in the organisation and

examples of career paths that the mentee could follow.

(If applicable) the Mentor should provide relevant information (and an information guide) to the mentee.

“What are your short term career objectives i.e. in what position do you see yourself in terms of your career within the next 1-2 years?”

”What are your medium term career objectives i.e. in what position do you see yourself in terms of your career within the next 3-5 years?”

”Please read this information guide that I got from the HR Department – it specifies information on career opportunities that apply in the organisation as well as career paths that you could follow. If you look at this information guide, you will see that you could pursue the following career objectives….”



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Notes and guidelinesExamples of what the

Mentor should say

The mentee’s planned education,

training and development-type

training interventions.


the education-type training interventions i.e. qualifications that the mentee has to attend to achieve his/ her identified career objective(s),

the training and development-type training interventions i.e. skills programmes, short courses, on-job training/ coaching/ internships and conferences/ seminars/ workshops that the mentee has to attend to achieve his/ her identified career objective(s),

the target dates for the planned training interventions,

possible personal development required by the mentee (e.g. the mentee needs to develop his/ her time-management skills, pay more attention to detail, etc.) and

the training interventions available to the mentee e.g.

education-type training interventions i.e. qualifications offered by universities, universities of technology, FET-colleges, etc.,

training and development-type training interventions i.e. skills programmes, short courses, and conferences/ seminars/ workshops offered by training providers and

training and development-type training interventions i.e. on-job training/ coaching/ internships made available by the organisation.

(If applicable) the Mentor should provide relevant information (and an information guide/ brochure) to the mentee.

“What skills and knowledge do you have to develop within the next 1-2 years (short term) to achieve your career objective(s)?”

”What skills and knowledge do you want to develop within the next 3-5 years (medium term) to achieve your career objective(s)?”

”How can the skills and knowledge that you want to develop be addressed i.e. which education-type and training and development-type training interventions do you want to attend? When?”

”Let me also tell you about other available training interventions. You could pursue studies at the following educational institutions… This information guide/ brochure lists the degrees that the institution offers that might be applicable to you. ”



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Notes and guidelinesExamples of what the Mentor should

say

The organisation’s Education, Training and Development

Policy.


the Education, Training and Development Policy of the organisation e.g.

whether the organisation offers financial assistance in terms of educational programmes or not, what are the implications of and conditions for financial support, does the organisation offer financial assistance for of educational programmes that do not form part of the organisation’s strategic objectives, does the organisation allow mentees ‘time off’ for educational studies, etc. and

how many training interventions may mentees attend per year, how much money is available for this purpose, does the organisation offer financial assistance for training interventions that does not address the organisation’s strategic objectives, etc.

“The Education, Training and Development Policy of the organisation will affect your planned training and development. The Policy states that…..”

“This will affect your planned training and development in the following way….

You do not have to worry about this as…..”

The mentee’s special needs and learning barriers/

support requirements as well as actions to

address the special needs and learning

barriers/ support requirements.


the special needs and learning barriers/ support requirements of the mentee and

the actions that the Mentor will take to address the special needs and learning barriers/ support requirements of the mentee.

In the beginning of the mentor-mentee relationship, the mentee will not necessarily be open to discuss all his/ her special needs and learning barriers/ support requirements. The Mentor should, however, ensure that he/ she creates an open and trusting environment to identify the special needs and learning barriers/ support requirements of the mentee.

The Mentor will not be able to address all special needs and learning barriers/ support requirements of the mentee. In some cases (e.g. when the level and nature of the special needs and learning barriers/ support requirements by the mentee extends beyond the Mentor’s skills, knowledge and experience), the Mentor should rather refer the mentee to the relevant professional service provider(s) (e.g. career counsellors, psychologist, occupational therapists, social workers, etc.).

(If applicable) the Mentor should provide the relevant information (and information guides/

“What could prevent you from implementing your IDP? In what way could I, or anyone else, be of assistance to you during the mentoring?”

“These are some information guides/ brochures that I sourced in terms of your special needs and learning barriers/ support requirements.”



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brochures), which he/ she sourced during the previous steps of the mentoring process, to the mentee.


Notes and guidelinesExamples of what the Mentor should

say



What actions should the Mentor take?

Personal and social problems (e.g. financial

difficulties, family-related problems, absence from

work, withdrawal from the mentor-mentee relationship,

severe depression, substance abuse, etc.).

Give some advice and share his/ her experience on how to deal with the problem.

Refer the mentee to a psychologist, occupational therapists or social worker.

Lack of motivation.

Low self-confidence and poor self-image.

Encourage the mentee and compliment him/ her on his/ her skills, knowledge or willingness to continue with the mentoring.

Bring the mentee into contact with other mentees.

Negative feelings about being mentored.

Explain the benefits of mentoring to the mentee.

Bring the mentee into contact with other mentees.

Lack of support from Supervisor/ Manager/

others.

Encourage mentees to support each other.

Pay more individual attention to the mentee.

The mentee needs specialised technical

information and advice in terms of career

opportunities, RPL-assessment opportunities,

etc.

Advise and guide the mentee as far as possible using the information collected (during the previous steps).

Refer the mentee to the Training/ HR Department, other relevant employees in the organisation, career counsellors, occupational therapists, etc.



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When or how often the mentee’s IDP will be reviewed.


when or how often the IDP will be reviewed.

“We will review your IDP within six months or on an ad-hoc basis when required.”



October 2013



should say



Throughout the IDP-planning meeting, the Mentor has to give the mentee an opportunity to ask questions, discuss concerns and provide inputs.




The mentee’s review of the IDP-planning meeting

as well as the mentee’s

agreement to his/ her IDP.

At the end of the IDP-planning meeting, the mentee has to indicate his/ her review of the meeting.

The mentee also has to indicate his/ her agreement to the IDP by

completing the relevant section(s) of the IDP and

signing it.

The Mentor also has to sign the IDP to indicate his/ her agreement thereto.

“If you do not have any further questions, please indicate your review of the IDP-planning meeting and also sign the IDP to indicate your agreement thereto.”

“You should also keep a copy of the above mentioned document in a save place so that you can refer to it when necessary.”



October 2013

1.5 Example of an IDPThe following is an example of an IDP that a Mentor compiled:


Time-frame January – June 2013


Mentee initials and surname L Lukhele Mentee ID number 45362376365

Mentor initials and surname C Hennings Mentor ID number 8583737373


Current position Assistant Accountant

Career profile

Previous positions occupied

Time-frames during which positions were occupied

Payroll Clerk 2003 - 2007

Existing qualifications B Com Degree


attended

Budgeting skills

Finance for non-financial Managers

Time-management


The IDP is usually discussed and agreed on a bi-annual basis during January (for the period January to June) and during July (for the period July to December).


October 2013


Career objective(s) of mentee Financial Manager




Planned education-type training interventions B Com Honours Degree 2013 - 2014

Planned training and development-type training interventions

On-job-training (budget planning and budget management) March – May 2013

Acting as Financial Manager/ Coaching in terms of Financial Manager-position January – June 2014


Education-type training interventions: Qualifications that is required for the protégé’s current and future position/ job,

Training-type training interventions: Skills programmes, short courses, on-job training/ coaching/ internships and conferences/ seminars/ workshops that is required for the mentee’s current position/ job.

Development-type training interventions: Skills programmes, short courses, on-job training/ coaching/ internships and conferences/ seminars/ workshops that is required for the mentee’s future position/ job.

Qualifications: These training interventions are usually offered by educational institutions (e.g. universities and colleges) and lead to the achievement of a national qualification (e.g. a Degree, Diploma or Certificate).

Skills programmes: (Also referred to as courses or learning programmes by training providers). These are training interventions that are based on unit standards that contribute to the achievement of national qualifications.

Short courses: These are training interventions that are not based on unit standards or training interventions that are based on unit standards that do not contribute to the achievement of a national qualification.

On-job training/ Coaching/ Internships: These are training interventions that take place in the workplace. One employee trains the mentee to perform certain tasks.

Conferences/ Seminars/ Workshops: These are one to three-day training interventions where certain topics are presented (often by various presenters/ speakers). These programmes are not based on unit standards or qualifications.


October 2013






Planned education-

type training

interventions

MBA 2013 - 2015

Planned training

and developme

nt-type training

interventions

To be agreed


It may sometimes be very difficult to plan the training and development activities of mentees far ahead. In this case, the Mentor

and mentee agreed to address the planning at a later stage.


October 2013







Specialised advice in terms of career opportunities and training and RPL-assessment opportunities.

Provided information regarding career opportunities in the organisation and other related organisations.

Referred mentee to HR Department in terms of training and RPL-assessment opportunities.

Referred mentee to a career counsellor.


Explained the mentoring process to the mentee.

Referred mentee to previous mentees so that they can share their experience of being mentored with the mentee.


This column will be completed on an ad-hoc basis as well as during the official review that will take place

during July 2013.


October 2013



October 2013


e


planning meeting:









Agreement to IDP

Mentee signature L Lukhele Date 20/01/2013

Mentor signature C Hennings Date 20/01/2013


e


review meeting:









October 2013




October 2013

1.6 What should happen after the IDP-planning meeting?After the IDP-planning meeting, the Mentor has to do the following:

(If applicable) Obtain the inputs of the mentee’s Manager/ Supervisor (as well as the HR/ Training

Department) in terms of the mentee’s IDP and agree the necessary changes (if any) with the

mentee.

Give a copy of the finalised IDP to the mentee.

Monitor the implementation of the planned education, training and development-related

interventions reflected in the mentee’s IDP and guide and support the mentee where necessary.

Manage mentoring-related information (e.g. the mentee’s IDP) according to sound information-

management principles including maintaining the confidentiality of mentoring-related information

by

implementing access control procedures,

ensuring that only authorised people have access to information,

not discussing information regarding a mentee with any unauthorised person,

etc.

After the IDP-planning meeting, the mentee has to do the following:

Keep a copy of his/ her IDP (as received from the Mentor).

Implement the planned education, training and development-related interventions reflected in his/

her IDP.



October 2013

Learning Unit 6: Review the planned education, training and development of the mentee


1. Name the method(s) that the Mentor could use to review the mentee’s planned education, training

and development.

2. Describe the approach that the Mentor should have during the IDP-review meeting.

3. Name the aspects that the Mentor has to discuss with the mentee during the IDP-review meeting.

4. List the actions that the Mentor should follow after the IDP-review meeting to maintain the

confidentiality of mentoring-related information.



October 2013

1. Review the planned education, training and development of the mentee

During this step, the Mentor has to

review the planned education, training and development of the mentee.

1.1 What method(s) can the Mentor use to review the planned education, training and development of the mentee?The Mentor will usually conduct a meeting(s) with the mentee to review the planned education,

training and development of the mentee.

This is referred to as the IDP-review meeting.

1.2 What mentoring-related template/ form should the Mentor revise during the IDP-review meeting?The Mentor has to revise

(the mentee’s) (previously developed) Individual Development Plan (IDP)during the IDP-review meeting.

1.3 What approach should the Mentor have during the IDP-review meeting?The Mentor has to demonstrate a friendly and open approach by doing the following:








disruptive.



October 2013





October 2013

1.4 What should the Mentor discuss during the IDP-review meeting?The following table indicates the aspects that the Mentor has to discuss with the mentee during the

IDP-review meeting:



should say

The purpose of the IDP-review

meeting and the Individual

Development Plan (IDP).

The Mentor has to discuss the purpose of the IDP-review meeting i.e.

to review the planned education, training and development of the mentee and

to agree the mentee’s revised Individual Development Plan (IDP) with him/ her.

The Mentor has to explain that the mentee’s (previously developed) IDP will be revised during/ after the IDP-review meeting and that the mentee will receive a copy of his/ her revised IDP during/ at the end of the IDP-review meeting.

“The purpose of the IDP-review meeting is to review your planned education, training and development. The purpose of the IDP-review meeting is also to agree your revised IDP with you. ”

”The purpose of the IDP is to reflect

the aspects discussed with you during the IDP-review meeting,

your agreement to your development plan and

your evaluation/ review of the IDP-review meeting. ”

”We will revise your (previously developed) IDP during the meeting and during/ at the end of the meeting, you will receive a copy of your revised IDP. ”

The progress in terms of the

planned education,

training and development-type training interventions.


the mentee’s progress in terms of the planned education, training and development-type training interventions reflected on the mentee’s (previously developed) IDP,

the problems that the mentee experienced in terms of the implementation of the planned education, training and development-type training interventions and

the corrective action that the Mentee has to implement to address the identified problems.

(Since the Mentor had to monitor the implementation of planned education, training and development-related interventions reflected in the mentee’s (previously developed) IDP, he/

“Did you implement the planned education, training and development-type training interventions reflected in your (previously developed IDP)? Did you implement the planned education, training and development-type training interventions within the agreed time-frames/ target dates?”

”What problems did you experience? ”

”I recommend that you implement the following corrective action to address these problems…”



October 2013

she should already be aware of any deviations that occurred.



October 2013



should say



Throughout the IDP-review meeting, the Mentor has to give the mentee an opportunity to ask questions, discuss concerns and provide inputs.




The mentee’s review of the IDP-review

meeting as well as the mentee’s

agreement to his/ her revised IDP.

At the end of the IDP-review meeting, the mentee has to indicate his/ her review of the meeting.

The mentee also has to indicate his/ her agreement to his/ her revised IDP by

completing the relevant section(s) of the revised IDP and

signing it.

The Mentor also has to sign the revised IDP to indicate his/ her agreement thereto.

“If you do not have any further questions, please indicate your review of the IDP-review meeting and also sign the revised IDP to indicate your agreement thereto.”

”You should also keep a copy of the above mentioned document in a save place so that you can refer to it when necessary.”



October 2013

1.5 Example of a revised IDPThe following is an example of a revised IDP that a Mentor compiled:


Time-frame January – June 2013


Mentee initials and surname L Lukhele Mentee ID number 45362376365

Mentor initials and surname C Hennings Mentor ID number 8583737373


Current position Assistant Accountant

Career profile

Previous positions occupiedTime-frames during which positions were occupied

Payroll Clerk 2003 - 2007

Existing qualifications B Com Degree


attended

Budgeting skills

Finance for non-financial Managers

Time-management



October 2013


Career objective(s) of mentee Financial Manager




Planned education-

type training interventions

B Com Honours Degree 2013 – 2014 In progress.

Planned training and

development-type training interventions

On-job-training (budget planning and budget management) March – May 2013 Implemented.

Acting as Financial Manager/ Coaching in terms of Financial Manager-position January – June 2014


This column was completed during the IDP-review meeting.


October 2013






Planned education-

type training interventions

MBA 2013 - 2015 In progress.

Planned training and

development-type training interventions

To be agreed




October 2013







Specialised advice in terms of career opportunities and training and RPL-assessment opportunities.

Provided information regarding career opportunities in the organisation and other related organisations.

Referred mentee to HR Department in terms of training and RPL-assessment opportunities.

Referred mentee to a career counsellor.

Implemented – Mentee visited HR Department and career counsellor and received necessary information and guidance.


Explained the mentoring process to the mentee.

Referred mentee to previous mentees so that they can share their experience of being mentored with the mentee.

Motivation of mentee improved, but discussions with previous mentees still need to take place.




October 2013


e


planning meeting:









Agreement to IDP




e


review meeting:









October 2013




October 2013

1.6 What should happen after the IDP-review meeting?After the IDP-review meeting, the Mentor has to do the following:

(If applicable) Obtain the inputs of the mentee’s Manager/ Supervisor (as well as the HR/ Training

Department) in terms of the mentee’s revised IDP and agree the necessary changes (if any) with

the mentee.

Give a copy of the revised IDP to the mentee.

Monitor the implementation of the planned (and revised) education, training and development-

related interventions reflected in the mentee’s revised IDP and guide and support the mentee

where necessary.

Manage mentoring-related information (e.g. the mentee’s revised IDP) according to sound

information-management principles including maintaining the confidentiality of mentoring-related

information by



not discussing information regarding a mentee with any unauthorised person,

etc.

After the IDP-review meeting, the mentee has to do the following:

Keep a copy of his/ her revised IDP (as received from the Mentor).

Implement the planned (and revised) education, training and development-related interventions

reflected in his/ her revised IDP.



October 2013

Learning Unit 7: Perform continuous mentoring-related activities


1. Describe the role of a Mentor as sponsor, teacher, ‘insider’, encourager and supporter and

counsellor and advisor.



October 2013

1. What continuous mentoring-related activities should the mentor perform?

The Mentor should, throughout the mentoring process, perform certain mentoring-related activities.

This includes the following sub-steps:

Act as sponsor, teacher, ‘insider’, encourager and supporter and counsellor and advisor to the

mentee.



October 2013

Activity 3

Reading by

learners

Group discussio

n



Individual

written exercise

Role-play

X X X

1. Read the Learning Guide section/ card allocated to your group. When done, conduct a group

discussion in terms of the questions below. Record your joint response to the questions in the

space provided.

1.1 What is the role of the Mentor as a sponsor/ teacher/ ‘insider’/ encourager and supporter and

counselor and advisor?

1.2 Do you think the role of the Mentor as a sponsor/ teacher/ ‘insider’/ encourager and supporter and

counselor and advisor is important in your organisation? Why do you say so?

1.3 Do you/ Mentors in your organisation currently fulfill the role as sponsor/ teacher/ ‘insider’/

encourager and supporter and counselor and advisor? Why do you say so?



October 2013

2. Act as sponsor, teacher, ‘insider’, encourager and supporter and counsellor and advisor to the mentee

2.1 The Mentor as sponsorAs sponsor, the Mentor has to create opportunities for his/her mentee to

meet people and

be exposed to situations which may otherwise not be available.

This will enable the mentee to try new behaviours and skills which will lead to professional and

personal development. The Mentor will be able to create these opportunities as a result of his/her

position, contacts, associations, etc. inside and outside the organisation.

The Mentor should expose his/ her mentee to situations and people with a minimum of risk. The

opportunities which the Mentor creates must not damage the self-esteem of the mentee or ‘set the

mentee up for failure’. Rather, the Mentor should gradually expose the mentee to people and

situations as the mentee becomes comfortable and grows in self-esteem.

As sponsor, the Mentor must also ‘shield’ the mentee. This means that the Mentor must endorse and

protect the mentee.

Sponsorship also involves some risk to the Mentor. If the mentee performs poorly or misbehaves, it

could have a negative impact on the Mentor’s stature as well as the Mentor’s ability and willingness to

provide sponsorship in the future.

However, if the Mentor deals with the situation openly and sensitively and if the organisation

understands the roles of Mentors and mentees, the consequences should be minimised.



October 2013

2.2 The Mentor as teacherThe Mentor will usually not engage in formal, structured training (usually provided by Facilitators

during learning programmes) or coaching (usually provided by Coaches during coaching sessions) or

on-job-training (usually provided by a Supervisor or colleague).

In certain instances, mentoring could however involve the transfer of skills and knowledge from the

Mentor to the mentee. The mentee could, for example, need the inputs of the Mentor in terms of a

technical problem. The mentee can then ask the Mentor to share his/ her knowledge and experience

of the matter.

As teacher, the Mentor can also create opportunities during which the Mentor shares his/ her

knowledge and experience with his/ her mentee. The Mentor could, for example, schedule ‘training’

sessions on a monthly basis during which he/ she discusses

the current projects/ functions/ tasks of the mentee,

technical problems which the mentee experienced and

the actions which the mentee took to solve the problems.

The Mentor can then share his/ her (good or bad) experience related to the projects/ functions/ tasks

of the mentee.

2.3 The Mentor as ‘insider’The rules and inner workings of an organisation are not always apparent or explicitly stated in

organisational policies and procedures. Some things are only learnt by experience.

As ‘insider’ the Mentor should therefore provide his/ her mentee with crucial ‘inside information’ about

organisational politics and power.

This does not mean that the Mentor will gossip about matters; the objective will rather be for the

Mentor to guide his/ her mentee in terms of

values and behaviour which are acceptable in the organisation and

strategies for managing conflict which the mentee experience with other employees.

2.4 The Mentor as encourager and supporterA mentee will thrive if his/ her Mentor supports and encourages him/ her.

The Mentor should therefore ensure that he/ she

identifies when the mentee needs support and encouragement and

implements actions which is seen by the mentee as encouragement and support.



October 2013

2.5 The Mentor as counsellor and advisorEven though mentoring does not involve professional counselling, a situation could arise during which

it is necessary for the Mentor to counsel his/ her mentee.

Mentees are often at a stage of their careers where they experience stress, change in their personal

lives and change in their social lives. It will thus be natural for a mentee to approach his/ her Mentor

for counsel regarding personal matters. Because of his/ her experience, the Mentor could be able to

counsel his/ her mentee on these matters.

(When the level and nature of the special needs and learning barriers/ support requirements by the

mentee extends beyond the Mentor’s skills, knowledge and experience, the Mentor should rather refer

his/ her mentee.)



October 2013

Coaching



October 2013

Activity 4

Reading by

learners

Group discussio

n



Individual

written exercise

Role-play

X X X

1. Find a partner and discuss the following questions with him/ her. Record your joint response to

the questions in the space provided.

1.1 Why do you coach employees in your organisation?

1.2 Who (i.e. what employees) do you coach?

1.3 How and when do you coach employees?



October 2013

Learning Unit 8: Coaching-related concepts


1. Demonstrate an understanding of coaching.

2. Name the advantages of coaching (as a training method).



October 2013

1. Coaching

1.1 What is coaching?Coaching is

a training method whereby

a less-skilled person (i.e. the learner) is

guided (on a one-on-one basis)

by a skilled person (i.e. the Coach)

to implement specific skills and knowledge

to be able to perform a certain task and sub-tasks according to certain performance standards/

assessment criteria.

1.2 Who coaches?

The person, who coaches others, is called a Coach.

1.3 Who is coached?

The person, who is coached, is usually referred to as a learner.

1.4 What are the advantages of coaching (as a training method)?Coaching has the following advantages (as a training method):

It is cost-effective and costs less to develop and implement than other training methods.

It is a flexible training method and can easily be modified as specifications, processes,

procedures, products and equipment change in the organisation.

It can easily be tailored to meet the needs and personal learning styles of individual learners.

It results in standardisation of procedures in the organisation i.e. all learners learn how to perform

tasks in the same way and according to the same performance standards/ assessment criteria.



October 2013

Learning Unit 9: Steps in the coaching process


1. Name the steps in the coaching process.



October 2013

1. Steps in the coaching processThe following diagram illustrates the steps in the coaching process:


Initiate the coach-learner relationship

(Learning Unit 10)

Identify the task that the learner must be able to perform

(Learning Unit 11)

Prepare the learner for the coaching(Learning Unit 12)

Conduct the coaching sessions(Learning Unit 13)


October 2013

Learning Unit 10: Initiate the coach-learner relationship


1. Demonstrate an understanding of the process whereby a coach-learner relationship is initiated.



October 2013

1. Initiate the coach-learner relationshipDuring the first step of the coaching process, the HR/ Training Department has to

initiate the coach-learner relationship.

1.1 What should the HR/ Training Department do to initiate the coach- learner relationship?The following diagram illustrates what the HR/ Training Department should do:

Step 1

Identify the Coach and the learner.

NotesThe HR/ Training Department will usually initiate the coach-learner relationship.

Who can be a Coach? Senior professional employees (e.g. Accountants, Engineers,

Technicians, HR Consultants, etc.). Senior trade workers (e.g. Carpenters, Mechanics, Electricians, etc.). Senior employees from other occupations (e.g. clerical workers, etc.). Supervisors and Managers. Employees from the HR/ Training Department.

Who can be a learner? New employees (including professionals and trade workers) who just

completed education-type training interventions i.e. qualifications. Employees who are busy with training interventions (e.g. qualifications,

skills programmes, short courses, etc.) Learners who are busy with Learnerships.

Step 2

‘Pair’ the Coach and the learner.

Step 3



October 2013

Orientate the Coach and the learner.

What aspects should the Coach and the learner be informed of during the orientation? The Coaching Policy of the organisation. The Coaching Procedure of the organisation (specifying roles and

responsibilities of Coaches and learners as well as time-frames for coaching-related activities).

Coaching-related templates/ forms (i.e. what templates/ forms exist, when it should be completed, how it should be completed, where and how it should be stored, etc.).

How, when and by whom coaching-related activities will be managed in the organisation.

Learning Unit 11: Identify the task that the learner must be able to perform


1. Identify the task and sub-tasks that a learner must be able to perform as well as the performance

standards/ assessment criteria that apply to the task.



October 2013

1. Identify the task that the learner must be able to performDuring this step, the Coach has to

identify the task that the learner must be able to perform.

As part of the process, the Coach has to compile

a Task summary

1.1 What should the Coach do to identify the task that the learner must be able to perform?The following diagram illustrates what the Coach should do:

Step 1

Identify the document(s) to be compiled i.e. a Task summary.

Step 2

Consult various sources.

Identify the task that learners

must be able to perform after the coaching as well as

the related sub-tasks of the task.

Use verbs and nouns (objects) to describe the task and sub-tasks that learners must be able to perform.

Record the identified task and sub-tasks on the Task summary.

What is a task?A task refers to an action that the learner must be able to perform/ what the learner must able to (physically) do (after the coaching).

Examples of a task Milk (verb) a cow (noun). Overhaul (verb) an engine (noun). Fit and wear (verb) safety equipment (noun). Compile (verb) a budget (noun).

What are sub-tasks?Sub-tasks refer to smaller steps or sub- steps of a task. It also refers to a smaller action that the learner must be able to perform/ what the learner must able to (physically) do (after the coaching).

Examples of sub-tasks (for ‘milk a cow’) Fetch (verb) the cow (noun). Prepare (verb) the cow (noun) for milking. Milk (verb) the cow (noun). Clean (verb) the work area and equipment (noun). Store (verb) the milk (noun).

What are possible sources that the Coach could consult to identify the task and sub-tasks? An (observation) checklist or logbook (developed by the HR/ Training

Department) that apply to the task. The unit standard that the coaching will be based upon i.e. the unit

standard that the learner will achieve after the coaching (and Version 02: 2-Sep-13 Page | 77


October 2013

assessment). The job description of the learner. Operating manuals that apply to the task. Organisational procedures that apply to the task.

NotesTo identify the sub-tasks of the task, the Coach should study the mentioned sources as it will usually provide ‘tips’ on what the sub-tasks could be. The Coach can also visualise someone demonstrating the task (e.g.visualising someone building a wall) to identify the sub-tasks of the task.

Terms like demonstrate an understanding of… ….are explained ….are described a comparison is made… knowing… distinguish between…are not an indication of a task or sub-tasks that learners must be able to perform as it reflect knowledge that the learner must be able to demonstrate (in order to perform a task or sub-tasks). The Coach should thus not consider these statements when identifying the task or sub-tasks that the learner must be able to perform.

Step 3

Consult various sources.

Identify the performance

standards/ assessment criteria that apply to the task that the learner must be able to perform after the coaching.

Record the identified performance standards/ assessment criteria on the Task summary.

What are performance standards/ assessment criteriaPerformance standards/ assessment criteria specify how a task has to be performed.It indicates how much, how and to what level of complexity a learner has to perform a task.

Examples performance standards/ assessment criteria Budget is compiled as per organisational template. Accurate calculations are reflected. Equipment is stored as per organisational procedures for safety and

house-keeping. Tools are used as per organisational procedures for safety. Safety requirements are met.

What are possible sources that the Coach could consult to identify the performance standards/ assessment criteria? An (observation) checklist or logbook (developed by the HR/ Training

Department) that apply to the task. The unit standard that the coaching will be based upon i.e. the unit

standard that the learner will achieve after the coaching (and assessment).

The job description of the learner. Operating manuals that apply to the task. Organisational procedures that apply to the task.



October 2013

1.2 Example of a Task summaryThe following is an example of a Task summary that a Coach compiled:

Task summary

Task Sub-tasks Performance standards/ assessment criteria

Build steel frame walls

Determine single wall size, size of steel frame components and layout.

Size of the single wall is accurately determined in accordance with specified requirements.

Size of steel frame components is accurately determined.

Prepare work area, identify and select appropriate tools, equipment and materials.

A level work area is prepared to the size of the walls. Appropriate tools, equipment and materials are

selected.

Cut, layout and fix steel frame to size.

Lengths of steel are cut in accordance with specified requirements.

Appropriate fixing material is selected. Provision is made for walls to remain safe and secure

against wind forces. Protect and treat steel

against corrosion. Appropriate paint material is selected and applied.

Select and install insulation.

Appropriate insulation material is selected. Insulation is installed in accordance with specified

requirements.

Erect and connect single wall components.

The level of the foundation (slab) is checked and is in accordance with specified requirements.

Damp proof course is applied in accordance with specified requirements.

Appropriate fixing materials are selected. Wall components are securely connected to each other.



October 2013

Activity 5

Reading by

learners

Group discussio

n



Individual

written exercise

Role-play

X

1. Identify the task and sub-tasks that the (your) learner must be able to perform after the coaching. Use the template provided on the next page(s) to reflect the identified information.

2. Identify the performance standards/ assessment criteria that apply to the task. Use the template

provided on the next page(s) to reflect the identified information.



October 2013

Task summary

Task Sub-tasksPerformance standards/ assessment

criteria



October 2013

Learning Unit 12: Prepare the learner for the coaching


1. Name the method(s) that the Coach could use to prepare the learner for the coaching.

2. Describe the approach that the Coach should have during the pre-coaching meeting.

3. Name the aspects that the Coach has to discuss with the learner during the pre-coaching

meeting.



October 2013

1. Prepare the learner for the coaching During this step, the Coach has to

prepare the learner for the coaching.

1.3 What method(s) can the Coach use to prepare the learner for the coaching?

The Coach will usually conduct a meeting(s) with the learner(s) to prepare him/ her for the coaching.

This is referred to as the pre-coaching meeting.

1.4 When should the Coach prepare the learner for the coaching?

The Coaching Policy and Procedure of the organisation will specify time-frames for coaching

preparation-related activities.

Usually, however, the Coach will prepare the learner(s) for the coaching sessions at least one week

before the actual coaching.

1.3 What coaching-related template/ form should the Coach complete during the pre-coaching meeting?The Coach has to complete

a Coaching plan

during the pre-coaching meeting.

1.4 What approach should the Coach have during the pre-coaching

meeting?The Coach has to demonstrate a friendly and open approach by doing the following:


Greet the learner (and introduce himself/ herself).


Encourage the learner (e.g. by giving praise and recognition).


the learner without becoming emotionally involved.



October 2013


disruptive.

Use open body language (e.g. sit next to the learner during the meeting, ensure his/ her arms and


1.5 What should the Coach discuss during the pre-coaching meeting?The following table indicates the aspects that the Coach has to discuss with the learner during the

pre-coaching meeting:


Notes and guidelinesExamples of what the Coach

should say

The purpose of the pre-coaching meeting and the Coaching plan.

The Coach has to discuss the purpose of the meeting i.e.

to prepare the learner for the coaching.

The Coach has to explain that the Coaching plan will be completed during/ after the meeting and that the learner will receive a copy of the Coaching plan during/ at the end of the meeting.

“The purpose of the pre-coaching meeting is to prepare you for the coaching that will be conducted. The purpose of the pre-coaching meeting is also to agree the Coaching plan with you.”

“The purpose of the Coaching plan is to reflect

the aspects discussed with you during the pre-coaching meeting and

your evaluation/ review of the pre-coaching meeting.”

“We will complete the Coaching plan during the meeting and at the end of the meeting, you will receive a copy of the Coaching plan.

The agreement to the coach-

learner relationship.

The Coach has to discuss

his/ her agreement to the coach-learner relationship and

the agreement of the learner to the coach-learner relationship.

“As you know, I was appointed as your Coach. I want to inform you that I accept (and welcome) this role. ”

”I would also like to know whether you accept this coach-learner relationship and whether you thus agree to my appointment as your Coach.”

The purpose and advantages of

coaching.


the purpose of coaching and

the advantages of coaching.

“If you thus agree to this relationship, I would like to discuss the purpose of coaching with you.”

”Organisation X implemented this coaching programme because….”

”Coaching has the following advantages (as a training method)….”

The task and sub-tasks that


the task that learners must

“This is your copy of the Task summary. It reflects the task that you must be able to



October 2013

the learner must be able to

perform after the coaching.

be able to perform after the coaching,

the related sub-tasks of the task as well as

the performance standards/ assessment criteria that apply to the task

(as reflected in the Coaching plan and Task summary).

perform after the coaching, the related sub-tasks and the performance standards/ assessment criteria that apply to the task. Let me explain it to you…”



should say

The learner’s background and

work experience.


the learner’s background and

the learner’s work experience.

“I would like you to tell me more about your background. Where did you grow up? Where did you study? What were your favourite subjects? Why? Do you have a family? Are you staying with your family? ”

”What work experience do you have? What did you like/ dislike about your previous work? Why?”

The training needs of the

learner.


the training needs of the learner in terms of the task that the learner must be able to perform after the coaching.

Even if other role-players (e.g. the Supervisor/ Manager (of the learner)) already identified the training needs of the learner, the Coach has to provide an opportunity to the learner to identify his/ her own training needs in terms of the task that he/ she must be able to perform; the learner has to

feel that he/ she received an opportunity to influence the coaching and/ or

agree with the training needs that were identified.

“What training needs do you have in terms of the task:

What sub-tasks do you find difficult to perform?

What performance standards/ assessment criteria do you think you do not meet?”

“Your Supervisor/ Manager identified the following training needs… Do you agree with this?”

The work environment of

the learner.

The Coach has to identify the following aspects about the work environment of the learner:

Whether or not the learner will be supported in his/ her (own) work environment during the coaching.

The challenges that the learner could face in his/ her (own) work

“Will your Supervisor/ Manager support you during the coaching? “

“What challenges exist in your work environment that could affect the coaching? “

“Will you receive any opportunity to practice the task and sub-tasks? “



October 2013

environment during the coaching.

Whether or not the learner will receive an opportunity to practice the task and sub-tasks.



October 2013



should say

Coaching session date(s), times and

venue(s).


the coaching session date(s),

times and

venue(s)

(as reflected in the Coaching plan).

“As you can see on the Coaching plan, coaching sessions will take place on the following dates and times and in the following venues…”

“During the first coaching session, you will learn the following sub task(s)…”

“During the next coaching session, you will learn the following sub-task…”

The resources that are required during

the coaching sessions.


the resources that are required during the coaching sessions and

whose responsibility it is to provide the resources

(as reflected in the Coaching plan and Task summary).

“The following resources are required during the different coaching sessions…”

“I will ensure that the following resources are available during the coaching sessions…”“You have to ensure that you bring the following resources to the coaching sessions….”

The special needs and learning

barriers of the learner as well as actions to address the special needs

and learning barriers of the

learner.


the special needs and learning barriers of the learner and

the actions that the Coach will take to address the special needs and learning barriers of the learner.

“What could prevent you from implementing your Coaching plan? In what way could I, or anyone else, be of assistance to you during the coaching?”

The special needs and learning

barriers of the learner as well as actions to address the special needs

and learning barriers of the

learner.







October 2013

Aspects to be

discussedNotes and guidelines

Examples of what the Coach should say

The special needs and

learning barriers of the learner as well as actions to address the

special needs and learning

barriers of the learner.





Special needs and learning barriers

What action should the Coach take?

Personal and social problems (e.g. financial

difficulties, family-related problems,

absence from work, withdrawal from the

coach-learner relationship,

depression, substance abuse, etc.).

Give some advice and share his/ her experience on how to deal with the problem.

Refer the learner to a psychologist, occupational therapists or social worker.

Lack of motivation.

Low self-confidence and poor self-image.

Encourage the learner(s) and compliment him/ her on his/ her skills, knowledge or willingness to continue with the assessment.

Bring the learner(s) into contact with other learners.

Negative feelings about the coaching.

Explain the benefits of coaching (e.g. career opportunities, etc.) to the learner.

Bring the learner into contact with other learners.

Lack of support from Supervisor/ Manager/

others.

Encourage learners to support each other.

Pay more individual attention to the learner who experiences problems.

Not being able to adhere to coaching

session dates.

Change the dates of coaching sessions where possible.

Deal with the matter as per the Coaching Policy and Procedure of the organisation.

Not pitching/ arriving late for coaching

sessions.

Change the times of coaching sessions where possible.



October 2013

Deal with the matter as per the Coaching Policy and Procedure of the organisation.



should say

The rules that will apply during the

coaching sessions.


the rules that will apply during the coaching sessions (as reflected in the Coaching Policy and Procedure of the organisation).

“The following rules will apply during the coaching sessions:

You may not make or receive telephone calls during the coaching.

If you do not arrive on time for the coaching sessions,

…”

“The Coaching Policy and Procedure of the organisation further states that after you had three opportunities to practice the task (while I am coaching you), you have to perform the task according to the performance standards/ assessment criteria during a final demonstration. If you cannot perform the task according to the performance standards/ assessment criteria by …, the following rule will apply …”

What to do to prepare for the

coaching sessions.


(except for the resources already discussed) what the learner must bring with to the coaching sessions (e.g. stationery),

(if applicable) what the learner must wear during the coaching sessions (e.g. personal protective equipment (PPE)) and

what the learner must do to prepare for the coaching sessions (e.g. read certain procedure of the organisation or learner manuals).

“Please bring a notepad and pen to the coaching sessions so that you can make note when necessary.”

“You have to wear the following close during the first coaching session.”

“You have to read page ten to twenty of the learner manual before the second coaching session.”


concerns of the learner.

Throughout the meeting, the Coach has to give the learner an opportunity to ask questions, discuss concerns and provide inputs.






October 2013



should say

The learner’s review of the pre-coaching meeting

as well as the learner’s

agreement to his/ her Coaching

plan.

At the end of the pre-coaching meeting, the learner has to indicate his/ her review of the meeting.

The learner also has to indicate his/ her agreement to the Coaching plan by

completing the relevant section(s) of the Coaching plan and

signing it.

The Coach also has to sign the Coaching plan to indicate his/ her agreement thereto.

“If you do not have any further questions, please indicate your review of the pre-coaching meeting and also sign the Coaching plan to indicate your agreement thereto.”

“You should also keep a copy of the above mentioned document in a save place so that you can refer to it when necessary.”



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1.6 Example of a Coaching planThe following is an example of a Coaching plan that a Coach compiled:

COACHING PLAN

Learner initials and surname A Joubert

Learner ID number 45362376365

Coach initials and surname B Naidoo

Coach ID number 8583737373

Task that learner must be able to perform after

coaching

Milk a cow

Background and work experience of learner

Worked on farm for 2 years.

Did not milk cows.

Attended learning programme: Milking cows.

Training needs of learner

Prepare a cow for the milking process.

Milk a cow.

Perform administration related to milking a cow.

Work environment of learner

Work on farm.

Opportunity to practice is available.

No support from Manager.



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Sub-tasks that learner must be able to perform after coaching

Coaching date(s)

Time Venue Resources required

Prepare cow for milking.

22/05/2013

09:00 Farm-yard A

cow

hay

bucket

ointment

ropeMilk cow

Perform administration after milking process. 29/05/2013 10:00 Classroom A

log sheet (blank)

example of completed log sheet

pen and clipboard

Special need(s) and learning barrier(s) of learner

Actions to address special need(s) and learning barrier(s) of learner

No support from Manager.Coach will arrange that another Manager supports the learner during practices and will discuss the matter with the HR/ Training Department.


Coaching sessions can be arranged for different dates if necessary. Individual

coaching sessions must not be too long as learners will become tired. However, it

might not make sense to conduct separate coaching sessions as it will

waste resources, etc.


October 2013

Learner’s review of pre-coaching meetingAgre

eDisagre

e

I agree/ disagree that the following

aspects were discussed and agreed

with me during the pre-coaching meeting:

The purpose of the pre-coaching meeting and the Coaching plan.

The agreement to the coach-learner relationship.

The purpose and advantages of coaching.

The task and sub-tasks that the learner must be able to perform after the coaching.

The learner’s background and work experience.

The training needs of the learner.

The work environment of the learner.

Coaching session date(s), times and venue(s).

The resources that are required during the coaching sessions.

My special needs and learning barriers as well as actions to address my special needs and learning barriers.

The rules that will apply during the coaching sessions.

What to do to prepare for the coaching sessions.


Agreement to Coaching plan

Learner signature A Joubert Date 01/05/2013

Coach signature B Naidoo Date 01/05/2013



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1.7 What should happen after the pre-coaching meeting?After the pre-coaching meeting, the Coach has to

Give a copy of the finalised Coaching plan to the learner.

Give a copy of the finalised Coaching plan to the Supervisor/ Manager (of the learner) so that the

Supervisor/ Manager can ‘release’ the learner for the coaching sessions and support the learner

during the coaching.

Prepare for the coaching sessions as per the Coaching plan.

Manage coaching-related information (e.g. the Coaching plan) according to sound information-

management principles including maintaining the confidentiality of coaching-related information by



not discussing information regarding a learner with any unauthorised person,

etc.

After the pre-coaching meeting, the learner has to do the following:

Keep a copy of the Coaching plan (as received from the Coach).




October 2013

Learning Unit 13: Conduct the coaching sessions


1. Name the phases of a coaching session.

2. Conduct the coaching sessions.

3. Explain the reason why the Coach should first give positive feedback to the learner after the

coaching sessions.

4. Name the methods that the Coach could use to monitor the learner’s progress during the

coaching sessions.

5. Explain the reason why the Coach should give a copy of the finalised Coaching report (including

Observation checklist) to the Supervisor/ Manager (of the learner) after conducting the coaching

sessions.

6. List the actions that the Coach should follow after the coaching sessions to maintain the

confidentiality of coaching-related information.



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1. Conduct the coaching sessionsDuring this step, the Coach has to

conduct the coaching sessions.

As part of the process, the Facilitator has to compile

a Coaching report (including Observation checklist).

1.1 What should the Coach do to conduct the coaching sessions?The following diagram illustrates what the Coach should do:

Step 1

Identify the document(s) to be compiled i.e. a Coaching report (including Observation checklist).



October 2013

Step 2

Consider the phases of a coaching session.

Per coaching session, identify

the most appropriate sequencing of phases of the coaching session i.e. identify the sequence in which the phases should be applied during the coaching session.

What are the phases of a coaching session? An ‘explanation by the Coach’ phase i.e. a phase during which the Coach has to

explain the task, sub-tasks and performance standards/ assessment criteria to the learner.

A ‘demonstration by the Coach’ phase during which the Coach has to demonstrate the task and sub-tasks to the learner.

A ‘checking the knowledge and understanding of the learner’ phase during which the Coach has to check the knowledge and understanding of the learner.

A ‘demonstration by the learner (practice)’ phase during which the Coach has to provide an opportunity to the learner to demonstrate the task and sub-tasks i.e. practice the task and the sub-tasks.

A ‘feedback to the learner’ phase during which the Coach has to provide feedback to the learner in terms of the learner’s performance.

What options are available in terms of the sequencing of phases of a coaching session?

Option 1 Option 2 Option 3 Option 4

Demonstration by the Coach

Explanation by the Coach

Demonstration by the learner

(practice)

Checking the knowledge and

understanding of the learner



Feedback to the learner


(practice)

Checking the knowledge and understanding of the learner

Checking the knowledge and understanding of the learner




(practice)


(practice)









(Final) Demonstration by the learner

Final demonstration by the learner


(practice)


(practice)



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(Final) Feedback to the

learner


learner


learner


What factors should the Coach consider to identify the most appropriate sequencing of phases? The learning style of the learner. If the learner has an active, participative

learning style, the Coach should first provide an opportunity to the learner to do a demonstration or answer some questions i.e. select Option 3 or 4; if the learner likes to discuss the theory of a matter, the Coach has to select Option 2.

The safety risk of the task and related sub-tasks. If the task or sub-task has a high safety risk i.e. it is dangerous to perform because the learner (or someone else) could be injured, the Coach should not use Option 3.

Waste factors. If materials, etc. will be wasted if a task or sub-tasks are not performed correctly from the start, the Coach should use Option 1 and 2 instead of Options 3 and 4.

The availability of time. If time is limited, the Coach should use Option 1 and 2 instead of Option 3 and 4.

The experience of the learner. If the learner has no experience in terms of the task or sub-tasks, the Coach should use Option 1 and 2 instead of Option 3 and 4; if the learner has a lot of experience, the Coach has to use Option 3 and 4.

Step 3

Demonstrate a friendly and open approach throughout the coaching session.

What should the Coach do to demonstrate a friendly and open approach? Minimise or eliminate distractions (e.g. by closing the door). Act friendly and open and lead the coaching session. Encourage the learner (e.g. by giving praise and recognition). Demonstrate empathy i.e. demonstrate an understanding of the emotional

reactions and needs of the learner without becoming emotionally involved. Act firm i.e. when necessary, discourage attitudes and behaviour that are

undesirable or disruptive. Use open body language (e.g. ensure his/ her arms and feet are not crossed,

etc.). Use appropriate language and tone of voice. Use words that are used in the

industry. Speak slowly and clearly. Make regular eye contact with the learner. Use the learner’s name when talking to him/ her.



October 2013

Step 4

Conduct the identified first phase of the coaching session (as per the identified sequence of phases) (e.g. the ‘explanation by the Coach’ phase).

What should the Coach do and say during the ‘explanation by the Coach’ phase?

What should the Coach do? What should the Coach say?

Encourage the learner to take notes where applicable and practical.

“Please take notes during my explanation.”

Explain the purpose of the task and how it ‘fits in with ‘the bigger picture’. (The learner must understand the relation between the task that he/ she must be able to perform and other organisataional processes that affects and is affected by the task).

“The purpose of this task is … It forms part of the ... process. Before this task, … is performed by … After this task, ...”

Give a handout to the learner (e.g. the relevant organisational procedure, a flow chart, operating manuals, etc.), refer the learner to a learner manual or draw a flow chart on a flip-chart or piece of paper. (The handout should give an overall ‘picture’ of the steps that the learner should perform during the task.)

n.a.

Refer the learner to the appropriate point in the handout, learner manual, etc. and explain the sub-tasks in a logical sequence. Begin with the first sub-task, followed by the second sub-task, etc.

“To perform this task, you must firstly ..., then …, then …“

Check whether the learner understands the sub-tasks by asking questions.

“What is the first thing that you have to do when …? What must you do after that?”

Refer the learner to the appropriate point in the handout, learner manual, etc. and explain the detail of every sub-task. This means that the Coach has to explain the following: What sub-tasks must be performed. How it should be performed i.e. the

performance standards/ assessment criteria that apply to the task (and sub-tasks).

Why the learner has to perform sub-tasks in a certain way.

What tools, equipment, etc. the learner has to use during the specific sub-tasks. (The Coach has to point at the various tools and equipment and name it so that the learner can associate the tools or equipment with the name of the tools or equipment.)

What the learner should do if something goes wrong when performing the sub-tasks.

What safety procedures apply to the sub-tasks.

“When you prepare your working area, you must be careful not to ...”“To perform this sub-task, you must use ...”“You have to … because it will ensure/ prevent that ...”“If you do not …, ... could happen.”“To perform this sub-task, you must use ... This is a … It has a sharp edge and is different from … in the following ways …”“If … happens, you can do the following. If the problem continues, you have to ...”“Ensure that … is place. You have to first ... before …”

Allow the learner to ask questions and motivate the learner to ask questions.

“What questions do you have?”



October 2013

Step 5

Conduct the identified next phase of the coaching session (as per the identified sequence of phases) (e.g. the ‘demonstration by the Coach’ phase).

What should the Coach do and say during the ‘demonstration by the Coach’ phase?


Ensure that all the necessary resources required during the coaching session are available and ready for use.

n.a.

Ensure the learner is able to see the sub-tasks that are demonstrated. (If possible, the learner should not stand directly opposite the Coach as the learner could get confused between left-hand and right-hand actions; it is best for the learner to stand beside the Coach.)

n.a.

Remind the learner of the sub-tasks that he/ she has to perform (as

explained during the previous phase of the coaching session) and

the reason for performing the sub-tasks in a certain way

and then demonstrate every sub-task to the learner while explaining it.

“If you can remember, I explained that, to perform this task, you must firstly …., then..., then...”Remember, you have to … because it will ensure/ prevent that…….”

Use the right tools and equipment in the right way during the demonstration, n.a.

Were applicable, first demonstrate how to use a specific tool before demonstrating a sub-task during which the specific tool is required.

n.a.

Demonstrate the sub-tasks at the correct speed. n.a.

Use real materials where possible. n.a.

Demonstrate what the learner has to do if something goes wrong (e.g. what should the learner do if a tool breaks during a task, etc.).

n.a.

Ensure the safety of the learner, others and the plant at all times. (It is better to stop a demonstration than to endanger anyone’s life).

n.a.


“What questions do you have?”“One of the questions, which learners usually ask is, ...”

Summarise the sub-tasks and highlight important points. n.a.



October 2013

Step 6

Conduct the identified next phase of the coaching session (as per the identified sequence of phases) (e.g. the ‘checking the knowledge and understanding of the learner’ phase).

What should the Coach do and say during the ‘checking the knowledge and understanding of the learner’ phase?


Ask the learner to explain the sub-tasks in sequence in his/ her own words.

“Please, in sequence, name (and explain) the sub-tasks that you have to perform when performing the task.”

Praise the learner where appropriate and remind him/ her of the sub-tasks where necessary.

“Yes, that’s correct.”“Well done.”“Good.”“Wonderful, just remember that ...”

Ask questions to verify that the learner knows and understands the sequence of the sub-tasks as well as the performance standards/ assessment criteria that apply to the task (and sub-tasks).

“What will you do if …?”“What should you do when …?”“Why must you …?”“Why do you …?”“Where do you …?”



October 2013

Step 7

Conduct the identified next phase of the coaching session (as per the identified sequence of phases) (e.g. the ‘demonstration by the learner (practice)’ phase).

What should the Coach do and say during the ‘demonstration by the learner’ phase?


Give an opportunity to the learner to practice the task immediately after or as soon as possible after his/ her demonstration (i.e. the demonstration by the Coach).

n.a.

Remind the learner that he/ she is present to help and assist the learner. (The learner could be very nervous to perform the task while the Coach is watching.)

“Remember, this is a practice and I will assist you where necessary during your demonstration.”

Tell the learner how many opportunities he/ she has to demonstrate (i.e. practice) the task. (The learner will be more focused if he/ she knows that he/ she must be able to perform the task after two or three attempts.)

“You have three opportunities to practice while I am present. Thereafter ...”“You will have one opportunity to perform the task today. Thereafter …”

Ask the learner to demonstrate the task and sub-tasks.

“You now have to demonstrate the following task to me ...”

Remind the learner that he/ she will watch (observe) the learner while demonstrating the task and inform the learner when he/ she will give feedback to the learner.

“I will observe your demonstration and after performing the task (including all sub-tasks), I will give you feedback on your performance”

Ask the learner to explain what he/ she is doing while doing it. Also ask the learner to explain why he/ she is doing something. (This will help the learner to remember the performance standards/ assessment criteria that apply to the task (and sub-tasks.))

“During the demonstration, you have to explain what you are doing and why you are doing it. You have to, for example say:’ I am doing this calculation because …”

Ensure that he/ she can clearly see what the learner is doing without ‘watching over the learner’s shoulder’.

n.a.

Observe the demonstration by the learner in terms of the following: Did the learner perform all the sub-tasks? Were the sub-tasks performed in the right

sequence? Did the learner perform the sub-tasks at the

right speed? Did the learner perform the sub-tasks in the

correct way (according to the performance standards/ assessment criteria)?

Did the learner use the correct tools, equipment, etc. in the correct way?

n.a.

In the beginning, acknowledge it if the learner performs the sub-tasks correctly.

“Good.”“That’s right.”“Go on.”



October 2013


Allow the learner to demonstrate the sub-tasks at a slow speed in the beginning. n.a.

Do not allow the learner to take ‘shortcuts’. (The learner will experience problems at a later stage if he/ she does not learn to perform all sub-tasks in the correct sequence and according to the performance standards/ assessment criteria.)

n.a.

Remember that he/ she is coaching the learner and not assessing the learner or trying to ‘catch the learner out’. (The Coach’s responsibility is to help the learner to perform the task correctly and therefore the learner will rely on the Coach for encouragement, support and correction.)

n.a.

If the learner makes a mistake that: will affect the steps that follow, is not safe i.e. which endangers someone’s life

or the plant, will result in unnecessary waste of materials,

or shows that the learner really does not know

how to perform the task,stop the learner and immediately give feedback to the learner on his/ her performance. After the feedback, ask the learner to demonstrate the task and sub-tasks again.

“John, you can stop the demonstration now. I will give you some feedback and thereafter, you may continue with the second demonstration/ practice.””I noticed that you did … during the demonstration. What could be the effect if you do …? What else should you have done? What should you have done differently? ””You therefore have to do ... instead of … if …””Let’s try again.”

Ask the leaner to demonstrate what he/ she will do if something goes wrong during a task (e.g. if a tool breaks, etc.)

“Please demonstrate to me what you will do if ...”

Ask the knowledge questions reflected on the Observation checklist and record the learner’s answers on the Observation checklist.

n.a.

Complete the rest of the Observation checklist to reflect the observations made during the demonstration by the learner.

n.a.



October 2013

Step 8

Conduct the identified final phase of the coaching session (as per the identified sequence of phases) i.e. the ‘feedback to the learner’ phase.

What should the Coach do and say during the ‘feedback to the learner’ phase?


Ask the learner for feedback in terms of his/ her demonstration.

“What was good or bad about your demonstration?”“What did you do correctly?”“What steps did you forget to perform?”“What sub-tasks did you perform correctly?”“What sub-tasks did you not perform correctly?”

Use the Observation checklist and the notes that he/ she made during the previous phase to give specific feedback to the learner. Give feedback in terms of the following: Did the learner perform all the sub-

tasks? Were the sub-tasks performed in the

right sequence? Did the learner perform the sub-tasks

at the right speed? Did the learner perform the sub-tasks

in the correct way? Did the learner use the correct tools,

equipment, etc. in the correct way?

“In terms of your demonstration: That was excellent!”“Good, Peter!”“You did follow the right sequence when performing the sub-tasks.”“You unfortunately did not remember to ...”“Remember to, in future, also …”“I am sure that, if you practice, you will get it right next time.”

Start with the positive and then move on to the sub-tasks that were not performed or that were not performed according to the performance standards/ assessment criteria. (If the Coach does not start with the positive, it could de-motivate the learner.)

Give recognition; if the learner did something well, praise him/ her. (This will lead to further success and the learner will feel good about himself/ herself.)

Agree on further action (e.g. an additional session(s), formal assessment, etc.)

“You now have to study your learner manual and thereafter we can arrange another coaching session.”“Well done! I will recommend that you continue with formal assessment in terms of this task.”“Because this was your third attempt to perform the task and you were not successful at it, we have to deal with the matter as per the Coaching Policy and Procedure of the organisation which states that …”



October 2013


Discuss the questions, inputs and/ or concerns of the learner.

“Is this clear to you?”“Do you have any questions?”“What concerns do you have?”

Discuss the learner’s review of the coaching feedback meeting as well as the learner’s agreement to his/ her Coaching report (including Observation checklist).

“If you do not have any further questions, please indicate your review of the coaching feedback meeting and also sign the Coaching report (including Observation checklist) to indicate your agreement thereto.”“You should also keep a copy of the above mentioned document in a save place so that you can refer to it when necessary.”

Complete the rest of Coaching report (including Observation checklist) and sign it to indicate his/ her agreement thereto.

n.a.



October 2013

1.2 Example of a Coaching report (including Observation checklist)The following is an example of a Coaching report (including Observation checklist) that a Coach

compiled:

COACHING REPORT (INCLUDING OBSERVATION CHECKLIST)

Learner initials and surname A Joubert

Learner ID number 456789123

Coach initials and surname B Naidoo

Coach ID number 756478484

Task that learner must be able to perform after coaching

Milk a cow



October 2013

OBSERVATION CHECKLIST

Sub-tasks

Performance standards/ assessment criteria

Coach observations/ remarks

or XKnowledge questions

Model answers

Learner answers

or X

Prepare cow for milking.

Necessary equipment is prepared.

What equipment must you prepare?

Bucket, rope, stool.

Cow is fetched.

Cow is fed. Clean and dry hay is used. Two bunches are supplied.

Hay was not clean and dry. X Why must you feed

the cow?

Distracts cow during the milking process.

Cow’s legs are tied. Double-knot used.

Did not use double-knot. X Why must the cow’s legs be tied? To avoid injury.

Question not answered.

X

What will you do if the cow does not allow you do tie its legs?

Stroke cow, first milk another cow and then return to original cow.

Hands washed.

Why is it necessary to wash your hands before you milk the cow?

Hygiene – to avoid germs spreading.

Ointment applied to udder. X

Milking equipment attached as per organisational procedure.

Did not check that equipment was attached properly.

X



October 2013



October 2013

Sub-tasksPerformance

standards/ assessment criteria



Model answers

Learner answers

or X

Milk cow.

Safety procedures are applied. Stood clear of cow’s legs.

Safety procedures applied.

Why must you stand clear of the cow’s leg during milking?

To avoid injury. To avoid injury.

Cow is handled without injury and with respect.

Communication with Supervisor is effective. Spoke clearly.

Milking equipment is removed as per organisational procedure.

Perform administration after milking

process.

Quantities are accurately captured on log sheet.

Cow condition accurately captured on log sheet.

Cow condition not captured. X



October 2013

Recommended further action

I hereby recommend that the learner:

(If ready for formal assessment) Continues with formal assessment.

(If not ready for formal assessment) Continues with an additional coaching session(s).

(If not ready for formal assessment) Be re-trained in the above task before continuing with the coaching.

Feedback from Coach

Accurately performed the following sub-task: Milk cow.

Other sub-tasks were not performed according to the performance standards/ assessment criteria.

Learner’s review of coaching/ coaching feedback

Agree Disagree Remarks

The Coach was supportive during the coaching sessions.

I agree/ disagree with the coaching feedback.

Additional remarks by learner:

Agreement to coaching feedback

Learner signature A Joubert Date 30/05/2013

Assessor signature B Naidoo Date 30/05/2013



October 2013

1.2 What should happen after the coaching sessions were conducted?After the coaching sessions were conducted, the Coach has to

Give a copy of the finalised Coaching report (including Observation checklist) to the learner.

Give a copy of the finalised Coaching report (including Observation checklist) to the Supervisor/

Manager (of the learner) so that the Supervisor/ Manager is aware of and can monitor the

progress of the learner in terms of the implementation/ performance of the task that the learner

must be able to perform after the coaching.

(If applicable) Prepare for the additional coaching session(s) to be conducted as per the

Coaching report (including Observation checklist).

Manage coaching-related information (e.g. the Coaching report (including Observation checklist))

according to sound information-management principles including maintaining the confidentiality of

coaching-related information by



not discussing information regarding a learner with any unauthorised person,

etc.

After the pre-coaching meeting, the learner has to do the following:

Keep a copy of the Coaching report (including Observation checklist) (as received from the

Coach).

(If applicable) Prepare for the additional coaching session(s) to be conducted as per the Coaching

report (including Observation checklist).




October 2013

Activity 6

Reading by

learners

Group discussio

n



Individual

written exercise

Role-play

X X X

1. Select two people from your group to conduct a role-play. (One person will play the role of ‘the

Coach’ and another person will play the role of ‘the learner’ during a ‘coaching session’ during the

role-play. ‘The Coach’ has to conduct one of the phases of a ‘coaching session’ during the role-

play.). (If applicable) ‘The Coach’ has to complete ‘the learner’s’ Coaching report (including

Observation checklist) (available on the next pages) during and after the ‘coaching session’.

2. Observe the phases of the ‘coaching session’ that takes place between ‘the Coach’ and ‘the

learner’. (The purpose of the ‘coaching session’ is to coach the learner.) Make notes on the

effectiveness of the ‘coaching session’ by using the Observation checklist provided on the next

page(s).

3. As a group, discuss the effectiveness of the ‘coaching session’ that took place.



October 2013

Observation checklist: Conducting the coaching sessions

Phase

Did the Coach… or X

All

phas

es


Act friendly and open and lead the coaching session.

Encourage the learner (e.g. by giving praise and recognition).

Demonstrate empathy i.e. demonstrate an understanding of the emotional reactions and needs of the learner without becoming emotionally involved.

Act firm i.e. when necessary, discourage attitudes and behaviour that are undesirable or disruptive.

Use open body language (e.g. ensure his/ her arms and feet are not crossed, etc.).

Use appropriate language and tone of voice. Use words that are used in the industry. Speak slowly and clearly.

Make regular eye contact with the learner.

Use the learner’s name when talking to him/ her.



October 2013

Phase


‘Exp

lana

tion

by th

e C

oach

’ pha

se

Encourage the learner to take notes where applicable and practical.

Explain the purpose of the task and how it ‘fits in with ‘the bigger picture’. (The learner must understand the relation between the task that he/ she must be able to perform and other organisataional processes that affects and is affected by the task).

Give a handout to the learner (e.g. the relevant organisational procedure, a flow chart, operating manuals, etc.), refer the learner to a learner manual or draw a flow chart on a flip-chart or piece of paper. (The handout should give an overall ‘picture’ of the steps that the learner should perform during the task.)

Refer the learner to the appropriate point in the handout, learner manual, etc. and explain the sub-tasks in a logical sequence. Begin with the first sub-task, followed by the second sub-task, etc.

Check whether the learner understands the sub-tasks by asking questions.

Refer the learner to the appropriate point in the handout, learner manual, etc. and explain the detail of every sub-task. This means that the Coach has to explain the following:

What sub-tasks must be performed.

How it should be performed i.e. the performance standards/ assessment criteria that apply to the task (and sub-tasks).

Why the learner has to perform sub-tasks in a certain way.

What tools, equipment, etc. the learner has to use during the specific sub-tasks. (The Coach has to point at the various tools and equipment and name it so that the learner can associate the tools or equipment with the name of the tools or equipment.)

What the learner should do if something goes wrong when performing the sub-tasks.

What safety procedures apply to the sub-tasks.




October 2013

Phase


‘Dem

onst

ratio

n by

the

Coa

ch’ p

hase

Ensure that all the necessary resources required during the coaching session are available and ready for use.

Ensure the learner is able to see the sub-tasks that are demonstrated. (If possible, the learner should not stand directly opposite the Coach as the learner could get confused between left-hand and right-hand actions; it is best for the learner to stand beside the Coach.)

Remind the learner of

the sub-tasks that he/ she has to perform (as explained during the previous phase of the coaching session) and

the reason for performing the sub-tasks in a certain way

and then demonstrate every sub-task to the learner while explaining it.

Use the right tools and equipment in the right way during the demonstration,

Were applicable, first demonstrate how to use a specific tool before demonstrating a sub-task during which the specific tool is required.

Demonstrate the sub-tasks at the correct speed.

Use real materials where possible.

Demonstrate what the learner has to do if something goes wrong (e.g. what should the learner do if a tool breaks during a task, etc.).

Ensure the safety of the learner, others and the plant at all times. (It is better to stop a demonstration than to endanger anyone’s life).


Summarise the sub-tasks and highlight important points.

‘Che

ckin

g th

e kn

owle

dge

and

unde

rsta

ndin

g of

the

lear

ner’

phas

e

Ask the learner to explain the sub-tasks in sequence in his/ her own words.

Praise the learner where appropriate and remind him/ her of the sub-tasks where necessary.

Ask questions to verify that the learner knows and understands the sequence of the sub-tasks as well as the performance standards/ assessment criteria that apply to the task (and sub-tasks).



October 2013

Phase


‘Dem

onst

ratio

n by

the

lear

ner (

prac

tice)

’ pha

se

Give an opportunity to the learner to practice the task immediately after or as soon as possible after his/ her demonstration (i.e. the demonstration by the Coach). (The longer the time between the demonstration by the Coach and the demonstration by the learner, the bigger the chance that the learner will forget what he/ she saw and heard.)

Remind the learner that he/ she is present to help and assist the learner. (The learner could be very nervous to perform the task while the Coach is watching.)

Tell the learner how many opportunities he/ she has to demonstrate (i.e. practice) the task. (The learner will be more focused if he/ she knows that he/ she must be able to perform the task after two or three attempts.)

Ask the learner to demonstrate the task and sub-tasks.

Remind the learner that he/ she will watch (observe) the learner while demonstrating the task and inform the learner when he/ she will give feedback to the learner. (The Coach could ask the learner to perform every sub-task and then give feedback on the performance of the learner or ask the learner to demonstrate the task (including all sub-tasks) and then give feedback to the learner).

Ask the learner to explain what he/ she is doing while doing it. Also ask the learner to explain why he/ she is doing something. (This will help the learner to remember the performance standards/ assessment criteria that apply to the task and sub-tasks.)

Ensure that he/ she can clearly see what the learner is doing without ‘watching over the learner’s shoulder’.

Observe the demonstration by the learner in terms of the following:

Did the learner perform all the sub-tasks?

Were the sub-tasks performed in the right sequence?

Did the learner perform the sub-tasks at the right speed?

Did the learner perform the sub-tasks in the correct way (according to the performance standards/ assessment criteria)?


In the beginning, acknowledge it if the learner performs the sub-tasks correctly.

Allow the learner to demonstrate the sub-tasks at a slow speed in the beginning.

Do not allow the learner to take ‘shortcuts’. (The learner will experience problems at a later stage if he/ she does not learn to perform all sub-tasks in the correct sequence and according to the performance standards/ assessment criteria.)

Remember that he/ she is coaching the learner and not assessing the learner or trying to ‘catch the learner out’. (The Coach’s responsibility is to help the learner to perform the task correctly and therefore the learner will rely on the Coach for encouragement, support and correction.)



October 2013



October 2013

Phase


‘Dem

onst

ratio

n by

the

lear

ner (

prac

tice)

’ pha

se (c

ont.) If the learner makes a mistake that:

will affect the steps that follow,

is not safe i.e. which endangers someone’s life or the plant,

will result in unnecessary waste of materials, or

shows that the learner really does not know how to perform the task,

stop the learner and immediately give feedback to the learner on his/ her performance. After the feedback, ask the learner to demonstrate the task and sub-tasks again.

Ask the leaner to demonstrate what he/ she will do if something goes wrong during a task (e.g. if a tool breaks, etc.)

Ask the knowledge questions reflected on the Observation checklist and record the learner’s answers on the Observation checklist.

Complete the rest of the Observation checklist to reflect the observations made during the demonstration by the learner.

‘Fee

dbac

k to

the

lear

ner’

phas

e

Ask the learner for feedback in terms of his/ her demonstration.

Use the Observation checklist and the notes that he/ she made during the previous phase to give specific feedback to the learner. Give feedback in terms of the following:

Did the learner perform all the sub-tasks?

Were the sub-tasks performed in the right sequence?

Did the learner perform the sub-tasks at the right speed?

Did the learner perform the sub-tasks in the correct way (according to the performance standards/ assessment criteria)?


Start with the positive and then move on to the sub-tasks that were not performed or that were not performed according to the performance standards/ assessment criteria.

Give recognition; if the learner did something well, praise him/ her. (This will lead to further success and the learner will feel good about himself/ herself.)

Agree on further action (e.g. further coaching, formal assessment, etc.)

Complete the Coaching report (including Observation checklist).



October 2013

COACHING REPORT (INCLUDING OBSERVATION CHECKLIST)

Learner initials and surname

Learner ID number

Coach initials and surname

Coach ID number

Task that learner must be able to perform after coaching



October 2013

OBSERVATION CHECKLIST

Sub-tasks

Performance standards/ assessment

criteria



Model answers

Learner answers

or X



October 2013



October 2013

Sub-tasks

Performance standards/ assessment

criteria



Model answers

Learner answers

or X



October 2013



October 2013

Recommended further action

I hereby recommend that the learner:

(If ready for formal assessment) Continues with formal assessment.

(If not ready for formal assessment) Continues with an additional coaching session(s).

(If not ready for formal assessment) Be re-trained in the above task before continuing with the coaching.

Feedback from Coach

Learner’s review of coaching/ coaching feedback

Agree Disagree Remarks

The Coach was supportive during the coaching sessions.

I agree/ disagree with the coaching feedback.

Additional remarks by learner:

Agreement to coaching feedback

Learner signature

Date

Coach signature

Date



October 2013

Self-assessment/ Self-reflection

1. What are the steps in the mentoring process?

2. What changes are required in your organisation regarding the identification and ‘pairing’ of

Mentors and mentees?

3. What changes are required in your organisation regarding the implementation of the other steps

in the mentoring process?

4. What mentoring-related templates should be used during the mentoring process?

5. What changes are required in your organisation regarding mentoring-related templates?



October 2013

6. What are the steps in the coaching process?

7. What changes are required in your organisation regarding the identification and ‘pairing’ of

Coaches and learners?

8. What changes are required in your organisation regarding the implementation of the other steps

in the coaching process?

9. What coaching-related templates should be used during the coaching process?

10. What changes are required in your organisation regarding coaching-related templates?


Documents

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