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Coaching Mentoring
NAME OF PRESENTER
CO
AC
HIN
G
MEN
TO
RIN
G
is about
results
focuses on the person and their career
facilitates learning
focuses on roles and skills
based relationship
facilitates
growth individual
aching c What is
enhance quality of his/her career
improve performance
develop skills
coaching what is
A training method in which a more experienced or skilled indivual provides an employee with advice and guidance intended to help him or her...
based on the belief that people want to and can do a job
coaching
a dialogue – a give-and-take, sharing of ideas and information
situational
based on trust in the coachee that he/she wants to improve
what is
focuses on a specific task
coaching
related to several other organizational processes like: • change management • teambuilding • facilitation • Performance management
what is
Highlights what people can readily achieve, given the right support
coaching benefits of
Good programs can simplify what might appear to be particularly difficult situations
Successful programs can lead to improved individual and team performance and increased level of motivation
hone competencies
assess performance
observe job performance
converse with the
performance-improvement
ideas
connect with the coachee C
O A C H
GROW model of COACHING
the
Builds on a series of questions that form
the basis of each coaching session
GROW model of COACHING
the
Each session is designed to move the
person towards an identified goal
• Set goals • Write them down
be SPECIFIC
coaching session
be MEASURABLE
be ACTION oriented
be REALISTIC
setting goals for a
set a TIME FRAME
Invite them to tell their story about their goals
brainstorm OPTIONS to move towards goals
• identify steps to reach goals • write action plan
WRAP UP
G
R
O
W
oals
eality
ptions
rap up
Coach only on the first hand data:
One of the best ways to lose
credibility is to coach someone on a
performance or behavior that have
been reported to you by a third
party.
-Akimball-
is about
results
CO
AC
HIN
G
MEN
TO
RIN
G
relationship based
focuses on the person and their career
roles and
CO
AC
HIN
G
MEN
TO
RIN
G
focuses on
skills
learning
CO
AC
HIN
G
MEN
TO
RIN
G
ring ment What is
mentoring what is
A career development method whereby
less experienced
employees
more experienced colleagues
are matched
with
for guidance, either through formal or informal programs
mentoring what is
less experienced
employees
more experienced colleagues
pair with
MENTEES MENTORS
to gain:
Knowledge Skills
Experience Information
Advice
mentoring what is
more experienced
person
less experienced person
facilitates the broad
development
Intellectual Personal
Social
mentoring what is
demands a wide range of...
intellectual skills
technical skills
cognitive skills
mentoring a tool to nurture and let people grow
essentially about helping a person develop more effectively
a relationship designed to build confidence to help a person take increasing initiative in his/her development
may be done by anyone
what is
mentoring involves differently for different persons involves real listening
does not dictated the mentee what to do; helps the mentee clarify his/her objective
a process of providing guidance, advice, support, and feedback; of responding
what is
G ALS mentoring
Organization
Mentor
Mentee
increase productivity
help the mentee become a beter individual, realize full potential
help him/her to learn, enjoy learning and apply the fruits of learning
2 types of MENTORING FUNCTIONS
career
psycho- social
challenging assignments
exposure & visibility
protection
coaching
career help mentee learn the ropes and prepare for career advancement
acceptance & confirmation
role-modeling
friendship
counseling
psychosocial help mentee develop a sense of competence and clarity of identity
Phases of a Mentoring Relationship
Initiation • potential mentoring pair get to know each other
• each recognizes the potential of the other
• mentee comes to respect mentor and
• mentor recognizes mentee shows promise.
Phases of a Mentoring Relationship
Initiation
Cultivation
• bulk of the mentoring “work”
• lengthiest phase • each learns about the
other’s abilities • mentee learns and
mentor advises, promotes, and protects
Phases of a Mentoring Relationship
Initiation
Cultivation
Separation
• most dynamic and least expected
• tension may be most notable characteristic because mentoring functions decrease and mentee acts more independently
• tension and stress are a normal and neither spells doom
Phases of a Mentoring Relationship
Initiation
Cultivation
Separation
Redefinition
Mentoring
Structure
One on One
Group
Resource-based
Training-based
one peer or senior mentoring
needs group dynamics, scheduling, no personal relationship as in one-on-one
general pool of mentors for “as-needed”, less structured, more informal
training materials form basis of contract, links theories to practical experience
steps of mentoring 7
Identify need
Gather evidence
Motivate, Set targets
Plan how to achieve
previous: plan how to achieve
Create practice opps
Observe; give feedback
Support through setbacks
steps of mentoring 7
Helps the mentee see the consequen- ces of different actions for the mentee to decide for himself
Turns questions back to the mentee
Helps the mentee set targets for him/herself
Refers the mentee to someone better qualified to help
How the mentor works?
coach
ROLES mentors
play teacher
counselor
sponsor
role model
adviser
protector supporter friend
advan for the mentor
mentee dependence on mentor
time, energy commitment to mentee
negative halo from mentee who fails
advan for the mentee
overdependence on the mentor
micro-manangement from the mentor
negative halo from mentor who fails
dysfunctional mentor
when the relationship does not work for one
or more parties
problems develop when...
• interests of the parties change • differences in judgment between parties • Intrusion/overinvolvement in another’s personal problems • triangulation problem with others (mentor/mentee/supervisor) • destructive tone of relationship (e.g. envy/jealousy,
dependency/suffocation, support/exploitation)
4 potential dysfunctions in mentoring relationships
Psychosocial Career-related
Bad intent toward the other
Negative relations (bullies, enemies)
Sabotage (revenge, silent
treatment, career damage)
Good intent toward the other
Difficulty (conflict, binds)
Spoiling (betrayal, regret, mentor off fast
track)
distancementoring
How to use email:
Use this to set-up meetings (face-to-face
or phone), clarify plans/gials, pose non-
time urgent questions, review
plans, maintain contact
distancementoring
How to use email:
Don’t use this to give critical or complex feedback, provide
impressions of others behaviors, provide
impressions of third parties, exchange
sensitive information
distancementoring
COMMUNICATION CHALLENGES: • Listen for non-verbal
cues (e.g. pregnant pauses, voice tone, tempo, volume)
• Push for specific information, clarify meanings
• Summarize agreements
LE R mentors of
• Offer advise that helps mentee develop – role is NOT to make decisions for mentee or micromanage
• Train to be efficient. Guidance and advice for one mentee may also be appropriate for another
• Be aware of potential pitfalls: overdependence of mentee, mentee exploitation of mentor’s infuluence.
• Be sensitive to difference between developing a mentee and using a mentee
• Be aware if dynamics of the relationship. Developmental needs may change.
P mentors
TENTIAL advice
to
• Recognize that the mentee may be uncomfortable asking for help – break the ice by sharing some of your career experiences
• Stay in your zone of expertise/experience • Be clear that mentee sets pace of relationship • Advise, do not manage • Extend mentee’s developmental network –
suggest additional mentors to address unique needs
P mentors
TENTIAL advice
to
• Engage mentees in on-going conversations • Demystify the profession, organization or
business • Provide constructive and supportive feedback • Provide encouragement and support • Look out for your mentee’s interests • Treat your mentee with respect • Individualize and personalize your interactions
LE R mentees of
• Seek counsel and advice, not a supervisor who directs actions • Be aware of potential pitfalls: overbearing mentor,
mentor exploitation of mentee’s work • Be sensitive to the difference between asking for
help/advice and demanding favors from your mentor • Synthesize lessons learned from all mentors – become
your own person • Recognize dynamics of the relationship
P mentees
TENTIAL advice
to
• Get mentors! Internal mentors help with current organizational issues. External mentors help with larger career issues and organizational moves.
• One mentor is unlikely to fulfill all developmental needs
• Be proactive • Set SMART development goals (Specific,
Measurable, Attainable, Relevant, Time-bound)
P mentees
TENTIAL advice
to
• Be efficient in your interactions with your mentor
• Take yourself seriously • Accept critiques in a professional manner • Be responsible • Demonstrate your commitment to the profession • Follow your mentor’s advice • Respect boundaries
Workshop
Individual Development Planning
aftertheprogram
Relationships may come to a natural end when a mentee learns enough to be independent from specific mentors
New mentoring relationships with others may be more beneficial than continuing an
exhausted relationship
Pilot program will assess how mentoring met needs of both mentees and mentors
Program end may not mean the end of the relationship – informal mentoring can continue if both parties agree
aftertheprogram
“In learning you
will teach, and in
teaching you will
learn.”
- Phil Collins -