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?