coaching and mentoring level 5 slides nov 2009

ILM LEVEL 5 Certificate in

Coaching & MentoringIn Management

Aims, objectives and assignment details

Aims and Objectives

• The ILM Level 5 Certificate in Coaching and Mentoring in Management aims to equip practising managers with the knowledge, skills and confidence to perform effectively as coaches or mentors as part of their normal work role.

3 Units

• Understanding how management coaching and mentoring can benefit individuals and organisations

• Reviewing own ability as a management coach or mentor

• Undertaking management coaching or mentoring in the workplace

Assignment• Structure your work by using the headings shown in bold when

writing up your assessments• The total marks available for each section and the minimum

required to pass is shown in brackets on each mandatory assessment

• The overall pass mark is 50 marks, but you also have to achieve the minimum marks in each section on the mandatory assessment

• Study the assessment criteria shown for each unit carefully and check to see that your work “measures up” before you submit

• Whilst you will not be penalised for weak spelling and grammar, you should remember that this may affect the meaning of your document. It is therefore expected that appropriate attention be given to such matters

• All material will be kept confidential and secure as far as is reasonably possible

• Ensure that you do your own work and do not plagiarise work from others.

Work Based Assignment

• Prepare a proposal for a management coaching or mentoring programme and explain how you will ensure best practice in your coaching or mentoring practice– Context – Ensuring best practice – Strategies to overcome

barriers – Prepare a business case

for using coaching or mentoring in workplace and evaluate

• Assess your potential as a management coach or mentor, undertake 12 hours coaching or mentoring, and reflect on your performance– Assess own potential

strengths and weaknesses – Planning and undertaking

coaching sessions – Reflections on your

performance

Coaching Diary

What is Coaching?

• Performance Sports Coaching

• Life Coaching

• Training v Coaching v Mentoring v Counselling

• Pull v push

• Qualities of a coach

Training v Coaching

The Role of Mentoring

• The main role of the mentor is to help the mentee through reviewing learning that takes place at work.

• The mentor is expected to:– Provide support – Foster a self-managed approach to learning

Mentoring Activities

• Sharing experience• Agreeing objectives• Exploring career options• Providing a positive role model• Listening to their ideas• Agreeing training requirements• Giving praise and encouragement• Helping them think things through for themselves• Identifying development opportunities• Asking questions• Discussing personal issues• Giving advice

What is Mentoring?

• Stage 1 - Getting to know each other

• Stage 2 - Develop a learning plan

• Stage 3 - Supporting your mentee

Co-Active Coach

The Coaching Star

Anthony Robbins

• “A coach is a person who is your friend, someone who really cares about you. A coach is committed to helping you be the best you can be. A coach will challenge you, not let you off the hook. Coaches have knowledge and experience because they've been there before. They aren't any better than the people they are coaching.

• In fact, the people they coach may have natural abilities superior to their own. But because a coach has concentrated their power in a particular area for years, they can teach you one or two distinctions that can immediately transform your performance in a matter of moments.

• Sometimes coaches can teach you new information, new strategies and skills; they show you how to get measurable results.

“Coaching is supporting individuals to generate the plan and action necessary to achieve their clear goals and empowers

them to succeed.

The coach facilitates, provides context, structure and gently pushes – the coachee

has all the answers”

What is Coaching?What is Coaching?

Performance Improvement Models

Hersey and Blanchard

Level of SkillHIGH

Level of SkillHIGH

Co

mm

itmen

t to Jo

b

HIGH

LOW

Co

mm

itmen

t to Jo

b

HIGH

LOW

Sell

Participate

Tell

Delegate

CompetenceHIGH

Self R

eliance

HIGH

LOW

Direct Coach andsupport

Partner

The Coachee does not yet understand the task and what is expected of him. He will be unsure of himself and his ability to perform

The Coachee is growing in confidence and is looking for a deeper understanding and recognition for successful performance

The Coachee can perform the task successfully on his own. He is self reliant and wants to be trusted and supported when necessary

Learning by Reflection

• Without reflection learning fails to develop from trial and error (Bateson 1973)

Reflection in experiential learning - Kolb

1.1.ExperiencingExperiencing

3.3.ConceptualizationConceptualization

2.2.ReflectionReflection

4.4.PlanningPlanning

Learning loops

Single-loop learning• Single feedback loop connects

outcomes to strategies• Assumptions modified to keep

performance within range set by norms• Processes tend to be self-seeking• Emphasis on techniques and improving

efficiency

GoverningGoverningvariablevariable Action strategyAction strategy ConsequencesConsequences

Single-loop learningSingle-loop learning

(Argyris and Schőn 1974)

Learning loops – Argyris 1973

Single-loop learning• Single feedback loop connects

outcomes to strategies

• Emphasis on techniques and improving efficiency

Double-loop learning• Involves questioning

assumptions behind goals and strategies

• More creative and flexible

GoverningGoverningvariablevariable ActionAction

ResultsResultsconsequences consequences

mistakesmistakes

Single-loop learningSingle-loop learning

Double-loop learningDouble-loop learning

McGregor’s Theory X & Y

THEORY XPeople lazy

Need coercing

THEORY YEnjoy responsibility

Hard working

Herzberg

Hygiene

Motivators

AC

HIE

VE

ME

NT

Rewards and incomeWorking conditions

Inter personal relationsStyle of supervision

Company policy

RecognitionAchievement

The work itselfGrowth

ResponsibilityCareer advancement

IRR

ITA

TO

RS

Gardner’s Multiple Intelligences

• Dr. Howard Gardner - 1983• IQ testing is too limited• Introduced eight different types of intelligences

– Logical/Mathematical– Linguistic– Musical– Spatial– Bodily-Kinesthetic– Naturalist– Interpersonal– Intrapersonal.

The Eight Intelligences

• Logical-Mathematical (number/reasoning Careers: Scientist, Mathematician

• Linguistic (words, language)Careers: Poet, Journalist

• MusicalCareers : Composer, Violinist

• Spatial (Pictures, images, space)Careers : Navigator, Sculptor, Gamer

The Eight Intelligences

• Bodily-Kinesthetic (Body, movement)Careers : Dancer, Athlete

• Naturalist (Plants, animals, growing)Careers : Botanist, Farmer, Hunter

• Interpersonal (People, moods, emotions)Careers: Therapist, Salesman

• Intrapersonal (Self-smart, own feelings, self aware): Careers: Therapist, Leader

Learning and Development

• What typical strategies does your organisation use for learning and development?

• How can Gardner’s multiple intelligences help learning and development within your organisation?

• How can it improve traditional development?• What alternative L&D strategies can you

consider?

Johari’s Window

GROW

• Think of an objective or goal that you have

• Grab a partner and ask them to GROW this goal with you

COACH

• Competency

• Outcomes

• Action

• CHeck

What have you done so

far?

What does success

look like to you?

How could we go

about that?

How are you getting

on?

PESOS

• Prepare

• Explain

• Show

• Observe

• Support

• Motivate• Explain• Demonstrate• Imitate• Coach

MEDIC

MEDIC

• Think of a skill or something you know well

• Pick a partner and teach them this using MEDIC or PESOS

• Spend a little time preparing yourself first

Force Field Analysis• Analysis tool used to identify forces that

help or hinder a change or solution

• Helps coachees focus on change from the “current state” to the “desired state”

• Highlights both weaknesses and strengths, pros and cons, barriers and opportunities

Developing Force Field Analysis1) State topic of Force Field Analysis at top

paper

2) Draw a vertical line in centre

3) Write “Helping Forces” on the left and “Hindering Forces” on the right

3) Brainstorm forces for the selected topic and record (helping or hindering)

RestrainingForces

DrivingForces

Now

Goal

Force Field Analysis

Models to aid understanding of

your coachee

• Towards and away from

• Matching and mismatching

• Big chunk/small chunk

• Internal and external

NLP Meta Models

NLP Thinking Styles

• Visual

• Auditory

• Kino

• Digital

Visual

Auditory

Digital

Auditory

Strength Deployment Inventory (SDI)

Blue

• MVS based on:– Protection of others– Growth of others– Welfare of others– Genuine help

Red

• MVS based on:– Task accomplishment– Organising others– Towards goals– Being resourceful

Green

• MVS based on:– Self sufficiency– Being logical and accurate– Fairness and order– Autonomy– Principled

Hub

• MVS based on:– Welfare of group– Doing what group wants– Membership– Being flexible

Applying the SDI

• Group Discussion

• How can we use the SDI model to help us in our coaching and mentoring

Legal Aspects of Coaching

• Group Discussion

• What are the various legal aspects of coaching and mentoring and ethical issues

Influencing Styles

• Pull Influencing– The quality of the questions used – Put yourself in the coachee’s shoes– Build on your coachee’s proposals– Forge relationships and coalitions

Influencing Styles

• Push Influencing– The quality of your ideas and reasoning– Your credibility and authority– Getting right people to support you

Influencing Powers

• Personal

• Positional

• Expert

• Coercive

• Reward

Presenting a Business Case

• Costs of coaching and mentoring

• Costs of different training activities

• How to linking corporate goals to coaching goals

• Overcoming organisational barriers to coaching and mentoring

• Measuring the effect on the coachee and the ROI – return on investment

SMART Goals

• Specific

• Measurable

• Achievable

• Relevant

• Time bound

Dealing with performanceproblems and how they

affect our coaching style

The “Amygdala Hijack”

Pre-frontal lobes

Amygdala

Brain stem

Amygdala Hijack

• A trigger: a catalyst

• An instant impulsive, irrational or uncontrolled reaction

• A strong emotion (anger, desire, frustration)

• A subsequent feeling of regret

Stages of an Amygdala Hijack

High

Low

Time

Em

otio

nal I

nten

sity

Trigger

Over-reaction

Strong Feelings (anger, fear, excited, etc)

Physical Arousal (rapid breathing, etc.)

Automatic Reaction (want to yell, say

something nasty)

All learned early in life, so not always appropriate in adult situations.

Regret or Remorse

Amygdala Hijack Exercise

• Please discuss in trios recent personal experiences you have that relate to this

• Take turns to talk and listen, and try to identify the common themes or triggers

• Please be prepared to share your discussions, thoughts and learning with the whole team

Conflict Sequence

METHOD OF DEFENDING A MOTIVATIONAL VALUE SYSTEM TO RETURN TO THE VALUED RELATING STYLE

BLUE RED GREEN

Stage 1

Conflict Style

Accommodate

Others

Rise to the Challenge

Be Prudently

Cautious

Stage 2

Conflict Style

Surrender

Conditionally

Fight to Win

Pull Back and

Analyse

Stage 3

Conflict Style

Surrender

Unconditionally

Fight for Survival

Withdraw

Resolving Conflict

• Recognise your own conflict ‘triggers’

• Calm down, tune into your feelings and express them

• Show willingness to discuss the issue rather than escalate it

• State your point of view clearly and directly

• Try to find ways to resolve the dispute which both sides can accept

Categories of feedback• Positive

• Constructive– Actions– Impact – Desired outcome

• Destructive

Just Stick to the Facts

• A fact is…

• A judgement is…

• Irrelevant information is…

Giving Feedback

A Actions The things that the coachee is doing well, or poorly.

I Impact The effect these actions are having

D Desired outcome

The way in which the coachee could do things more effectively

Good feedback• Positive• Facilitative• Specific• Descriptive• Actionable• Prioritised• Constructive• Well-timed

Burger Feedback

What I noticed that was goodand the impactWhat you could do differently

Overall favourable impression

Accentuate the Positive

We have done a lot of

work so far and we still have a lot to do.

We have done a lot of

work so far but we still have a lot to do.

Giving Feedback

• Person A is to carry out a skill such as juggling balls, skipping, bat and ball, card trick.

• Person B and Person C are to give burger feedback afterwards

Constructive Feedback

• Please consider one person in your organisation or you have come across who has/had a performance problem.

• Now consider how you might handle them differently/same and prepare to present this to the group.

Reviewing our own ability to communicate effectively

Face To Face Communication

Verbal7%

Vocal38%

Visual55%

Questioning Skills

• Open questions– What, why, when, how, where and who

• Closed questions• Probe questions• Assertions

– Verbal– Non verbal

• Pause• Summarise

Can you tell me?

That’s interesting…?

I was wondering...?

I am curiousto know…?

COMMAND

QUESTION

STATEMENT

Asks un-softened questions

Answers normally

Considerate Questioning

Asks softened questions

Answers normally

Intimate Zoneless than½ metre

Personal Zone½ metre - 1¼ metre

Listening Exercise

A B C B C

Listening Exercise

Person A is to pick a topic and talk to the others about

the topic for a few minutes

A

Listening Exercise

The people B’s are to deliberately

match person A’s posture and give eye contact. You are not to listen.

B

Listening exercise

C The people C’s are to deliberately mis-match person A’s posture, i.e. to change your posture

to the opposite. You are not to give eye

contact but must listen.

In their shoes

• Person A• Talks for a few minutes on a subject they know a bit• Person B• Sits with their back to person A or covers their eyes and

listens out for tonality and expression. Focus on warmth of the voice, energy levels, enthusiasm, pace, excitedness, sorrow etc and comment at the end on what you really heard.

• Person C• Sits facing person A and must cover their ears so they

can’t hear. Your job is to look for body language and other visual signals to help you hear what is being said

The Great Controversy

• Person A• You need to think of a topic or issue that is very close to

your hearts and one which you believe in wholeheartedly and without doubt. You need to tell person B about your topic within 1 minute. And then you need to listen intently to what they have to say without interrupting.

• Person B• Listen very carefully to Person A and talk back to them

for 3-5 minutes arguing against their point of view.• Person C• Rate Person A on his/her listening skills

Listening

• Level 1 – Internal

• Level 2 – Focussed

• Level 3 – Global

What Can You Match?• Mood• Posture• Eye contact• Voice

Social gaze

Open

Closed

Arms foldedLegs crossed

Bodies turned away

BackForward

Leaning forwardPointing towards you

Open handsFully facing you

Both feet on ground

Leaning backLooking up at ceiling

Fiddling

Open

Closed

BackForward

RESPONSIVE REFLECTIVE

FUGITIVECOMBATIVE

• What networks do you have?

• What’s the value to you of networking?

• How do you network?

• How much time do you have to network?

Networking

• Take deep breath• Give• Don’t sell• Listen and beware of others• Ask right questions• Ask what you want• Stay in touch• Patience• Social Networking?

Networking Tips

Undertaking Management Coaching or Mentoring in

the Workplace

Plan, Do, Review• Plan

– Learning styles, colour and characteristic– Requirements of job– Self assessment of ability/skills– Motivation– Learning objectives– Coaching Plans

• Do– How often, duration, where– Records

• Review

Training CycleIdentifytrainingneeds

Designtraining

Conduct training

Hastrainingworked?

Company Objectives

Team &individualobjectives

Departmentalobjectives

INDIVIDUALS

DEPARTMENTS

DIVISIONSStrategic

objectives

Characteristics Essential Desirable

Physical attributes

Mental attributes

Education and qualifications

Experience, training and skill

Personality

Special circumstances

Characteristics Essential Desirable

Physical attributes Good health record Excellent health record

Few absences from workTidy appearance Smart appearance

Creates good impression on others

No significant disabilities which would affect performance of the job

Capable of working for long hours under pressure

Mental attributesTop 30% for general intelligence, verbal ability and numerical ability

Top 10% for general intelligence, verbal ability and numerical ability

Education and qualifications

Good general school results with a particular aptitude for English

Excellent school results with ‘A’ levels, Baccalauréat or equivalent

Certificate or Diploma in Management

Membership of Professional body Membership of Institute of Purchasing and Supply

Experience, training and skill

Five years’ experience in purchasing Ten years’ experience in purchasing

Two years’ experience of supervising a small office or section

Successful record of supervising qualified staff

Good social skills

Successful completion of reputable management training course

Ability to write good reports and to understand basic financial information

Ability to plan, organise, co-ordinate and control work under pressure

PersonalityCareer record shows ability to adjust to normal social circumstances

Mature and socially well adjusted

Able to communicate at all levels

Special circumstances

Able to work overtime and at weekendsWilling to work long hours when required, and to transfer to other locations in

Able to travel to suppliers Fully mobile with valid driving licence

Skill or Quality

Scale 0 –10 Importance

To Me

To Company

12345678910

Skill or Quality

Low High0 2 4 6 8 10

12345678910

Activist(Experiencers)

Thrive on new experiencesOpen minded

InvolvedThrive on challenges

Theorist(Conceptualisers)

Create theoriesAnalystsRational

Require certainty

Pragmatist(Experimenters)Keen for new ideas

ImpatientPractical

Keen to see business benefit

Reflector(Evaluators)

Stand back and ponderCautious

Low profileListeners

HONEY &MUMFORD’SLEARNING

STYLES

10 15 201020 15 5 5

20

10

15

5

10

15

20

ACTIVIST

THEORIST

Sense

Do

Think

Watch

Sense

Do

Think

Watch

Absorb infoSeek meaning

Personally involvedExperience things

Look other perspectives

Know factsWhat do experts think?

Research internetAnalyse

Structured

Practical usesTest theories

Edit infoHands on experience

Solve problems

Hidden connectionsSelf discovery

ExperimentTransfer to the real world

Variety



Solve problems



Variety



Structured



Solve problems



Variety

People/social basedAbsorb info

Seek meaningPersonally involvedExperience things

Look other perspectives



StructuredReflect alone



Solve problemsNothing fuzzy



VarietyAdapt and change

1

23

4 14

2

14

3 2

14

HookSell

Engage

ShareContent

PractiseDo

ExperimentPerformApply

Why

What

How

If

• Sell• Motivate• Excite• Connect to

job• Big picture

• Teach• Show and

demo• Logical order• All sense

instruct• Test

• Allow practise

• Solve problems

• Coach• Test theories• Perform and

share

• Allow experiment

• Transfer to job• Discuss other

ways• Evaluate

success• Extend

learning

3 2

14

Belbin’s Team Roles

• Co-ordinator• Resource investigator• Shaper• Plant• Monitor/evaluator• Specialist• Team worker• Completer/finisher

• Plant Lawrence Llewellyn-Bowen• Resource Investigator Del Boy Trotter• Coordinator John Harvey-Jones• Shaper Alex Ferguson• Monitor Evaluator Robin Day • Teamworker Alan Titchmarsh• Implementer John Major• Completer Bill Gates• Specialist Alan Hansen

Example Belbin’s Team Roles

Tuckman

Forming

Storming

Norming

Performing

Adjourning

Myers Briggs (MBTI)

• The Myers Briggs Type Indicator (MBTI) comes from Jungian psychology and was developed by a mother and daughter team in the 1940’s

• “Whatever the circumstances of your life, the understanding of type can make your perceptions clearer, your judgments sounder and your life closer to your heart’s desire”

Isabel Briggs Myers

Let’s classify you

• Extroversion - Introversion

• Sensing - Intuition

• Thinking – Feeling

• Judging – Perceiving

Four Temperament Scales

2. Information-Gathering

3. Decision-Making

4. Life Style

Extrovert: With People

Sensing: Facts and Data

Thinking: Logical, Rational

Judging: Systematic, Organized

Feeling: Impact on Others

INtuitive: Big Picture

Introvert: Independent

SPontaneous: Changes Direction

1. Energy Source

Sixteen MBTI Types

ISTJ-7

ESTJ-7

ISFP-1

ESTP-3

ISTP-3

INTJ-3 INFJ-2ISFJ-4

INTP-6 INFP-3

ENFP-9ESFP-4

ESFJ-5 ENFJ-6 ENTJ-11

ENTP-12

ILM LEVEL 5 Certificate in

Coaching & MentoringIn Management

coaching and mentoring level 5 slides nov 2009

Health & Medicine