coaching & mentoring
Post on 03-Jul-2015
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PRESENTED BY
GAVIN NOVIS
COACHING &MENTORING
COACHING & MENTORING
GOALS OF THIS COURSETo act & think like a coach & mentor
To understand the roles and techniques of the
coach or mentor
To expand your coaching & mentoring abilities -
within individuals or teams
COACHINGThe development process used by
managers to empower individual
employees to perform at their best
A coach Needs To Know
Who the employee is
What the employee can or cannot do
What the employees goals are – aligned to
organizational goals
How to help employees to achieve them
THE COACH“Doesn’t play the game”
• Creatively assists employees to complete their workC
• Operates as individual or team memberO
• Accounts for work & Accepts new challengesA
• Co-operatively & Collaboratively moves work competencies to higher levelsC
• Hears & HelpsH
Personal CoachingQualities
Adaptive – to individuals, particular situations
& resources
Breaks down organizational barriers – not
constrained by the illogic of systems or
marketplace
Is objective – emotional distance provides
clarity
Recognizes that all performance can be
enhanced – bad, good & exceptional
Keeps individuals & teams focused on goals –
gives clear answers to “Why we are doing
this”.
Mentoring
Beyond expectations, an
individual who invests
time & energy in
another person’s
personal or professional
growth potential
A Mentor
Is a role model
Builds relationships
Enhances trust & commitment
Does more than simply “teach you”
Is a source of inspiration & direction
Can give direction & purpose
Who Can Be CoachedOr Mentored?
Rookies & Experienced Executives –
Needs will be different, their
starting points varied, but their
desired outcome the same
Overall improvement & increased
personal & job satisfaction
Good Coaches & Mentors
Don’t necessarily have all the
answers
Have a lot of good questions
Draw their employees in
Let them participate in the
process
Leave much of the decision
making up to them (Buy-in)
When Is Coaching &Mentoring Important?
They are not events – but ongoing
processes
Done during setbacks & problems, &
when employees are learning new skills
When employees either succeed or fail
When employees are new, or show
potential
When new opportunities are identified
Coaching & Mentoring
Appropriate For
New employees
Increasing levels of
performance
Developing new skills
Adapting to changes
Critical When
Initiating or building teams
New or existing team
members are learning people
or technical skills
What Is Most DifficultAbout Coaching & Mentoring
Putting yourself second
Finding reward in success of others
A sense of accomplishment in small wins
Teams & individuals hold centre - stage – not you
When things go wrong – accept responsibility
During an emergency or crisis – a benevolent
dictatorship is probably more appropriate
Developing A Workplace Model
A continuous process – there will always
be a well-defined starting point,
signposts & other markers to let you
know where you are & what your next
step is.
Any model should be a sequence
of predictable steps that rolls back
on itself
The Coaching & MentoringSequence
1 • Assess where the person is now
2 • Determine the individual’s goals & expectations
3 • Develop a plan to achieve the goals
4 • Implement the plan
5 • Evaluate the performance
6 • Give feedback
Step 1
Assessing where the person is now
Skills
Job Knowledge
Attitude
Satisfaction
Step 2Determining goals &
expectations
Are they reasonable?
Is their a realistic
timeline?
Are the goals Measurable?
Quantifiable?
Attainable?
Step 3Developing a plan
Training
What kind?
How can it be taught?
Coaching or mentoring
Seminar
When should it be taught?
BEST WHEN –
• Closely related to
implementation of new skills
• On-the-job
• Regular & continuous
Focus on Giving Experience
There are substitutes - none
are very good
Step 4Implementing the plan
How action will be
taken
How chances will
be taken
Step 5Evaluating
Performance
Measured against
the standard/s
required
Step 6Giving feedback
Focused on achieving the
goal of continuous
improvement
Then begin with Step 1 again
Encouraging OthersTo Change Their
Behaviour People are capable of changing
People cannot be made to
change
People make their own decisions
Intervening done in manner
showing care and respect
People sometimes have right to
impose their will
Interpersonal relationship skills
are necessary
INTERVENTION
The process of
assisting others to
consider changing
their skills, attitude,
behaviour or conduct
“Must” Intervention
Must be performed, because:
Someone is doing something that
directly affects the intervenor
It is the intervenors’ job to encourage
others to change
“Can” Intervention
A strong relationship exists
between people
One of the two has helpful
information
They want to help the other person
Guidelines For A“Must” Intervention
1.Initiate the communication
2.State your concern
3.Involve the other person in
finding a solution
4.Ensure alternative solution is
satisfactory
In the face of any resistance -
shift to active listening
Guidelines For A“Can” Intervention
1. Ensure a relationship is built
with other person
2. State nature of the concern -
ask for permission to
continue
3. Wait for permission before
continuing
4. Share personal concerns
5. Be Specific
6. Be brief & state the concern
only once
How To InterveneThe Unmotivated Employee
Determine if the employee is
really unmotivated
If the employee is really
unmotivated
• People get excited about
work they enjoy
• They find enjoyment through
being challenged
• Focus on both group &
personal goals
• Ask enough questions
The Know–It–All (K.I.A.) In order to redirect them,
focus on goals of the
whole group as well as on
individual goals
If the K-I-A is wrong, ask
enough questions that it
becomes apparent
Increase the employee’s
responsibility to prevent
meddling
Confront the behaviour
before it causes problems
with others
The Risk TakerCan be a positive trait
Find ways to put that
creativity to good use
Assign jobs that they do best
Continually challenge them
Assign challenging work
Move them out of their
comfort zone
Recognize that risk takers are
people who see things
differently – can be valuable
assets
Give them the freedom to
make mistakes
Make the experience an
opportunity for all to learn
from
The B.A.L.T.Y.Been Around Longer Than You
Tell them often how you appreciate
their contribution to the team
Tell them their talents are welcomed &
they make a difference
Ask what they would like to do
differently
Seek their advice & use it
Make them resident experts
Encourage others to use them as ‘sounding boards’
The Superstar We must always challenge them
They can handle responsibility
Identify what makes them a star
Cultivate their leadership
abilities
Pave the way for them to move
ahead
Don’t show favoritism
Don’t create problems where
there are none
Beware of burnout
4 Types ofInterventions
1. Counseling
2. Encouraging
3. Coaching &
Mentoring
4. Confrontation
Counseling Attitudinal or Behavioural
Problems
Personal Problems
Used to redirect/focus
employees back into goals of the
organization
Requires specific skills
ASKING QUESTIONS to discover
real reasons or to get to root of
the problem
LISTENING ACTIVELY to show
empathy, to be objective &
focused & to show understanding
Counseling Get the facts
Select an appropriate place
Give reasons for the
intervention
Look for causes, not just
symptoms
Help the individual to improve
Give the employee the
opportunity to make the
correction
Encouraging Necessary with
• New employees
• Employees needing to grow &
• develop
• Employees with untapped
potential
Requires insights & objectivity
• Provides direction
• Demonstrate what needs to be
done
• Where to go
Show & share expertise
Allowing employees to shadow you
Support & encourage employees
to grow into their careers
How To Encourage
Be Consistent
Be Honest
Emphasize Behaviour
Praise soon after the event
Be Proportionate
Be Specific
The Trainer Or Mentors10 Step Process
INITIAL FACT FINDING
What was covered in previous sessions?What goals were set & were they met? Am I being objective? Do I know this persons strengths, weaknesses & challenges?What are the goals for the session?What must happen as a result of the session?
SETTING THE STAGE
Praise what they do well
Briefly describe the
opportunity for change/growth
as you see it
Communicate expectations
for the session
10 Step Process
AGREE ON FACTS
Clarify
Summarize
DEFINE CHALLENGES
& PROBLEMS
Listen actively
Ask questions – employee
will define best
Reflect & paraphrase their
perceptions
Let people vent – don’t
interrupt & manage your
reactions
Keep employee on track –
offer your perceptions
Describe behaviour only –
objective, descriptive &
specific
No judging
SEARCH FOR
OPTIONS
Ask questions & listen
Employee should come up
with solutions
Guide employee to other
options if not practical
10 Step Process
PRIORITIZE THE
OPTIONS
Evaluate the consequences
of each one
Rank in descending order of
preferred solutions
DEVELOP AN ACTION
PLAN
Determine specific training
steps
When to begin
Define the activities
DEFINE YOUR
TIMELINES
When & how often
Duration of sessions
10 Step Process
LEAVE THEM ON AN
“UP NOTE”
Praise them one more time
on ending
Express appreciation for
their efforts & contributions to
the organization
FOLLOW UP
Monitor milestones
Evaluate performance
against standards agreed to in
the action plan
Redirect & reassess
Begin the cycle again
ConfrontationIs difficult
Uncomfortable
Most people aren’t very
good at it
Used when other methods
have failed
Requires development of
questioning techniques
Reduces conflict &
confrontation
Reduces defenses
To gather facts
Focus on solutions & goals
Create action plans
Accommodation
CompetitionAvoidance
Compromise
Conflict Handling Behaviours
Collaboration
Achieve goals &
further interest
regardless of impact
on others
Competition &
domination
WIN-LOSE Struggle
Competition
When To Compete:
Quick decisive action
Important issues with unpopular courses of action
Vital issues when you’re right
When people take advantage of non-competitive behaviour
Negative Consequences of Competition
Surrounded by “Yes” people
Distorted perceptions
Reduced communications
Damage to relationships
No commitment
Constant “Policing”
Fear of admitting ignorance/uncertainty
Maintain
relationship
through self-
sacrifice
Appease opponent
Place
opponent’s
interests
above own
Accommodation:
You’re wrong
Issue more important to others
Need “credit” for a larger, more
important issue
Competition damaging
Preservation of harmony important
Develop subordinates through
errors
When to Accommodate
Decrease
influence
Relinquish
best solution
Self-esteem
undermined
Laxity in
discipline
Frustration
Negative Consequences
of accommodation:
Recognise conflict, but:
Withdraw
Suppress conflict
Avoidance
Already a lost cause
Damage outweighs benefits
Need more info
Need time to cool down, compose, gain perspective
When others can resolve it
Symptomatic of something larger
When to Avoid
Negative Consequencesof Avoidance:
Decisions by default
Unresolved issues
Saps energy
Self-doubt
Prevents creative input
Lack of credibility
Each party
gives
up something
No winner or
loser
Compromise:
When to Compromise
Moderately important goals
Equally strong & committed opponents with mutually exclusive goals
Temporary settlements on complex issues
Expedient solutions under time constraints
Back-up to collaboration or competition
Negative Consequences of
Compromising
Lose sight of larger issues
Cynical Climate
No-one is fully satisfied
Short-lived solutions
Co-operate to satisfy all parties concerned
Solve problems & clarify differences
Viewpoints focused
Consider all alternatives
WIN-WIN approach
Collaboration
When to Collaborate
Concerns too important to compromise
Better understand others
Need to merge diverse insights
Commitment increased through consensus
Working through hard feelings
Negative Consequences of
Collaboration
Waste time on insignificant
issues
Ineffective decisions from
uninformed people
Unfounded assumptions
about trust
Was The SessionSuccessful?
1. WAS IT MUTUAL? The other person spoke more than you
There was 2 – way communication
2. WAS IT
RESPECTFUL?
You managed your emotions
You gave real attention to other person’s
ideas
You valued their opinions
3. WAS IT SOLUTION
& OPPORTUNITY
FOCUSED?
You didn’t defend or rationalize the problem
The focus was on goals
You fixed the problem – not the blame
You ended with an action plan
4. WAS IT
STRUCTURED /
PLANNED?
You began with an end in mind
You didn’t just react on the spur of the
moment
Was The SessionSuccessful?
5. DID YOU MAINTAIN
CONTROL?
The person asking the questions is always in
control
When you asked questions, you waited for
the answer
If you felt you were losing control, you asked
more questions
6. DID YOU FOCUS ON
ONE TOPIC PER
SESSION?
Don’t “toss the kitchen sink”
To begin with – you have not been giving
consistent feedback
7. WHAT HAPPENED
DURING THE
SESSION?
Did your intervention result in any positive
change behaviours?
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