Transcript Fasset

Coaching and Mentoring
February 2009
8.50am – 10am:
Agenda

What is Coaching?

An Overview of Coaching – what happens in a session?

Coaching for Leadership and Performance
10.10am – 11.30am:

What is Mentoring?

An Overview of Mentoring for Succession and Growth

When do you need Coaching and Mentoring?
11.50am – 12.55am:

Benefits of Coaching and Mentoring

Do’s and Don’ts

Critical Success Factors
Coaching
COMENSA Definition:
A professional, collaborative and outcomes-driven
method of learning that seeks to develop an individual
and raise self-awareness so that he or she might
achieve specific goals and perform at a more effective
level.
Coaching
A skilled conversation which enables the client to:

Develop and clarify their goals / desired state

Clarify their current reality

Develop ideas and options

Develop action plans which will lead to results
Coaching is about moving:
FROM
TO
CURRENT STATE
DESIRED STATE
New Way
Of Being
Current Way
Of Being
Where do you want to be?
Where are you now?
What can you do to get there?
Egan
Coaching is
Creating awareness
Comfort
zone
Facilitating learning
Releasing potential
Enabling learning & change
By providing a new perspective - another way of thinking
“The coach’s primary responsibility is
not to teach but to facilitate learning”
(Myles Downey)
Kolb’s Adult Learning Cycle
Concrete Experience
Feeling
Reflective
Watching Observation
Active
Experimentation Doing
Thinking
Abstract Conceptualisation
How we see ourselves
Potential and Performance
PERFORMANCE
THINKING
FEELINGS
Limiting beliefs
Limiting Assumptions
Mental models
Paradigms
Negative inner dialogue
Confusion, Lack of focus
Being overwhelmed
Fear & anxiety
Competence
INTERFERENCE
POTENTIAL
An Overview of Coaching
Coaching
‘Fishbowl’ coaching – 10 mins
What happened?
The Skilled Coach Model
What’s the
present
state of
affairs?
Stage 2
CURRENT
SCENARIO
Stage 1
PREFERRED
SCENARIO
What do I
need / want ?
How do I get what I
want / need?
Adapted from Egan
Stage 3
ACTION
SCENARIO
Coaching Models
A coaching model provides structure and process
It outlines what to “do”, when….. A series of “events”…..
GROW (Goals, Reality, Options, Wrap up/Will)
CLEAR (Contract, Listen, Explore, Actions, Review)
SOAR: (Story, Options, Actions, Review)
ARROW: (Aims, Reality, Reflections, Options, What next)
POWER: (Purpose, Objectives, Whats happening, Empower, Review)
CREATE: (Current Reality, Explore Alternatives, Tap their Energy)
ACHIEVE (Assess current situation, Creative brainstorming,
Hone goal, Initiate option generation, Evaluate options,
Valid action, Encourage momentum
5A: (Aims, Awareness, Analysis, Action, Assessment)
Coaching Session
10%
Connect
Reflect
Contract:
Programme &
Session goals
Agreement
10%
Review
&
Reflect
80%
The Session
GROW
Prepare and
Be Present
Prepare and
Reflect
Be Present
Write up
Send report
Take actions
Prepare
Take action steps
Prepare and
Reflect
Be Present
Write up
Send report
Take actions
Prepare
Take action steps
Coaching Programme
INTAKE
SESSION
CONTRACTING
CLOSE
Begin with the end in mind
First things first
EXPLORING
GOALS
AGREEING
GOALS
REVIEW
Coaching Skills
Creating a thinking space
Coaching with heart & backbone
QUESTIONS
Appreciative inquiry Incisive questions
Open to explore, Closed to guide
LISTENING
To be with, understand, have empathy
SILENCE
Space to think
CHALLENGE
Reflection Observation Feedback
Limiting assumptions
Mental models Blind spots
Coaching in Groups
TEAM COACHING
Team works together to develop outcomes, and actions
to achieve them. Participants can utilise team coaching
skills with their teams. Facilitated by a team coach
Collective
Goal
Coaching in Groups
COLLECTIVE COACHING
Team works together to
practice coaching skills while
working on real problems.
Participant presents goal or
issue and the team coaches
he/she through to action
plan.
Individual
Goal
Coaching for Effective
Communication
Valuing Diversity
Conflict Management
Leadership Coaching

Leadership Styles

Situational Leadership
Leadership Styles
TASK
AUTOCRATIC
COERCIVE
RELATIONSHIP
PACE
AUTHORITATIVE
SETTING
COACHING
AFFILIATIVE
DEMOCRATIC
PARTICIPATIVE
Situational Leadership
Low
TASK BEHAVIOUR
(Guidance)
High
High
RELATIONSHIP
BEHAVIOUR
(Support)
SUPPORT
SELL
LEADER
DELEGATE
TELL
Low
4
PERFORMANCE
READINESS
LEVEL
Willing
4
Able
Adapted from Blanchard and Hersey
3
2
Commitment
3
2
Competence
1
Unwilling
1
Unable
FOLLOWER
Situational Leadership
Being able to choose and decide to respond
in a particular way in a particular situation
Being sensitive to what is “happening”: OBSERVING
Making sense of what is “happening”: INTERPRETING
Choosing how to respond:
DECIDING
Being able to respond differently:
Thinking about what happened:
Response 1
Stimulus
Response 2
FLEXIBILITY
REFLECTING
Coaching for Performance
1. Approval of
5. FORMAL COACHING
Coach for performance review
Ongoing assessment & feedback
Identify development areas
Personal development plan
4. FORMAL COACHING
Coach for goals
Review perf contract
Identify dev areas
Agree new contract
REVIEW
BUSINESS OBJECTIVES
DEPT/TEAM OBJECTIVES
business
objectives
INDIVIDUAL OBJECTIVES
2. FORMAL COACHING
Coach for goals,
aligned with bus objectives
Review perf contract
Reward performance
CONTINUOUS
ONGOING
COACHING AND
DEVELOPMENT
3. FORMAL COACHING
Coach for performance review
Ongoing assessment & feedback
Identify development areas
Personal development plan
Mid year
Organisation Talent review
Succession planning
In Pairs
Choose an area linked to your performance and ask the
following three questions of each other – 5 mins
each:

What’s working?

What’s not working?

What would you like to do differently?
Group reflection
Mentoring
COMENSA Definition:
Mentoring is a partnership in which a mentee
is assisted in making significant advances in
knowledge, perspective and vision
in order to develop their full potential;
the mentor’s wisdom is utilised by the mentee to
facilitate and enhance new learning and insight.
Types of Mentors

Corporate Mentor
General vs expert - Induction, strategy, career,
executive, skills mentor

Academic Mentor
Guide delegate through a qualification programme

Community Mentor
For youth, families, health - often situations where
individual is disadvantaged
Mentoring And Coaching
More directive
MENTORING
Less directive
Similar skills
Domain specific
Transfer of knowledge & skills
Wisdom & experience
Network access
COACHING
Non domain specific
Facilitation of learning
Expertise as coach
Often external
The Spectrum Of Skills
COACHING
NON-DIRECTIVE
Listening
Questioning
Reflecting
Paraphrasing
Summarising
PUSH
Solving
someone’s
problem
for them
PULL
Helping someone
solve their
own problem
Making suggestions
Giving feedback
Offering guidance
Giving advice
Instructing
DIRECTIVE
MENTORING
Mentoring for
Succession and Growth
Mentor to enhance the individual’s knowledge,
skills, values and attitudes in a selected career path
Utilise the talents within the organisation!
4 Models Of Mentoring
Highly Structured
Managing change
Working towards
Specific objectives
Getting ready for job
Succession planning
STRUCTURE
Virtually no
structure
“Friendship”
Life mentoring
Personal growth
Off the cuff
Managing
change
Short term
spontaneous
TIME
Long term
(for life!)
Mentoring Process
for Organisation
•Develop a Mentoring Strategy
•Identify stakeholders
•Appoint Mentoring Co-ordinator
•Identify mentees
•Develop a profile for potential mentors
•Only recruit those who are keen!
•Train mentors
•Match mentee with mentor – allow choice
•Hold regular mentoring sessions
•Supervise mentor
•Has intervention achieved intended outcomes?
Mentoring Programme - Mentor
1.
Preparing
for
mentoring
2.
Starting
out
Informal ongoing
relationship
End relationship
Re-contract
Begin with the end in mind
First things first
4.
Winding
down
3.
Maintaining
momentum
Mentor Attributes
KNOWLEDGE
About self and others – about mentee:
individual’s programme of development
Organisation & culture
Industry
People & power, networks…
EXPERIENCE
Relevant experience: life, relationship, careers,
syllabus…
Mentor’s Roles
THE MENTOR PLAYS 7 ROLES IN
THE MENTORING RELATIONSHIP:
The Sponsor
The Teacher
The Facilitator
The Connector or Networker
The Source of Information
The Advisor
The Nurturer
Organisational Outcomes
HAVE
Personal Contribution
Behaviour
DO
BE
Decisions
made
Use of
time
Thinking
Feelings
Interactions
with others
Values &
beliefs
Level of awareness
When is
Coaching and Mentoring needed?

For targeted, individualised, just-in-time development
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Align values and vision throughout organisation
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Manage change and transition effectively
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To support and sustain training initiatives
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Talent retention and development, for succession

Develop leadership competencies
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Transform potential to improved performance
What situations are more suited to coaching or
mentoring?
Delivers tangible benefits
to individuals and
organisations (99%)
Effective way
of learning in
organisations (96%)
BENEFITS OF
COACHING
(CIPD)
Coaching & mentoring
are key mechanisms
for transferring learning
from training courses back
to the workplace (93%)
CIPD 2004
Positive
impact on an organisations’
bottom line (92%)
Benefits Of Coaching and Mentoring
INDIVIDUAL
•Learn to solve own problems
•Improve interpersonal skills
•Able to identify and act on own
development needs
•Greater self confidence and self
esteem
•Be more positive and assertive
•Greater self awareness
•Gain new perspectives and
ways of thinking
•Acquire new skills & abilities
•Develop adaptability for change
•Improve work / life balance
•Reduce stress levels
ORGANISATION
•Improve productivity, quality,
customer service
•Gain increased employee
commitment = retention
•Demonstrate commitment to
employees: developing them
& improving skills
•Support newly promoted
employees
•Change culture of org – less toxicity
•Support other training
initiatives
Do…
Critical Success Factors
Do’s and Don’ts

Ensure external service providers can provide references,
and proof of adequate training and experience

Consider all factors within organisation, that would be
affected by coaching and mentoring

Utilise a coaching or mentoring approach only when
appropriate!
Don’t…

Rush the process

View coaching and mentoring to ‘fix’ people
Critical Success Factors:
Coaching and Mentoring in Context
Coach/Mentor
attributes
Client
attributes
Process
Context for
coaching/
mentoring
Outcomes
of intervention
Critical Success Factors:
Phases within a Programme
Co-creation
Planning and
Preparation
Implementation
Measurement and
evaluation
Integral leadership has as an aim to:Skillfully and successfully
navigate
to-day’s
leadership landscape.
Latest Trends in
Coaching and Mentoring

Coaching = 2nd fastest growing profession globally
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Supply – variety of skill levels and experience

Demand – discerning clients who want advice, quality
control and benchmarking
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Professional organisations representative of C and M
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Mentoring – retirement, cutbacks, access to IT,
globalisation
How to become a
Coach or Mentor

Full time practitioner or adding competencies to your
current skill set?
Certificate, Diploma, Master’s Degree,
In-house programme tailored to organisational needs

Explore the standards of professional competence –
COMENSA, ICF, EMCC – what accreditation would you
like?

Talk to professionals in the industry
Coaching and Mentoring
for SMME’s

The just-in-time development approach, with a clientcentered focus.

The flexibility of the process – it can be combined with
many learning and development initiatives.

Mentoring enables internal transfer of organizationally
specific skills and knowledge in a sustainable manner.
Thank You