Mentoring, Coaching & Motivating
By the end of this session
you will be able to:
Evaluate people’s performance and use
coaching and mentoring to motivate them
towards change
Management and Strategy Institute
Mentoring, Coaching & Motivating
• A critical factor in making a change program succeed is
to make sure employees are persuaded and cared for so
they are totally involved in the process. As you saw
earlier, you don’t want to impose the change; instead you
want people to make the change themselves.
Management and Strategy Institute
Mentoring, Coaching & Motivating
• To achieve this, you will need to provide support in the
form of training, coaching, mentoring and motivating. In
this session, you will explore these areas and will go
through a number of best practice guidelines and
principles that will increase the likelihood of success and
also help employees grow with the change.
Management and Strategy Institute
Motivating
• Change takes a lot of effort. To take a system from one
state to another requires above-and-beyond effort.
Change cannot happen automatically and without cost.
It is common to see that many people in corporations
that go under change need to work many hours, as
much as 60 to 70 hours per week, during the change
process.
Management and Strategy Institute
Motivating
• They may not get to see their families and the process
may require more concentration and effort than normal.
As a result, it is absolutely important for individuals to be
motivated about the change. If unchecked, unmotivated
staff can easily derail the change process.
Management and Strategy Institute
Skill/Will Matrix
• The relation between motivation and a person’s skills
can be captured using what is known as a skill/will
matrix. Originally developed by Hersey and Blanchard, it
is relatively a simply model to apply.
Management and Strategy Institute
Skill/Will Matrix
• Effectively, you judge a person’s performance based on
two dimensions and you will end up with the following
four-quadrant matrix. The two dimensions are:
– Skill. This suggests how good a person is in carrying out a
specific task.
– Will. This suggests how willing or motivated a person is in
carrying out a task.
Management and Strategy Institute
Skill/Will Matrix
Skill
• This suggests how good a person is in carrying out a specific task.
Will
• This suggests how willing or motivated a person is in carrying out a task.
Management and Strategy Institute
Skill/Will Matrix
• The skill/will matrix becomes useful when you want to
decide how to coach each individual. Here is what you
need to consider for each quadrant:
Management and Strategy Institute
Skill/Will Matrix
SKILL (Ability) HIGH LOW
HIG
H
LO
W
WIL
L (
Desi
re) Q1 Q2
Q3 Q4
Management and Strategy Institute
Skill/Will Matrix
SKILL (Ability) HIGH LOW
HIG
H
LO
W
WIL
L (
Desi
re)
Q1
Provide Guidance & Training
Q2
Provide Autonomy & Authority
Q3
Provide Specific Directions
Q4
Provide Incentives to Get Them
Excited
Management and Strategy Institute
Skill/Will Matrix
SKILL (Ability) HIGH LOW
HIG
H
LO
W
WIL
L (
Desi
re)
Q1
ADVISE
Q2
DELEGATE
Q3
DIRECT
Q4
MOTIVATE
Management and Strategy Institute
Advise
• Coaching:
• These employees are motivated, but are not highly
skilled. By focusing on training and education, you can
help this group of employees to realise their potentials
and become more productive.
• For Change Management:
• In the context of change management, they have
accepted the reasons behind the change and are with
the change, but may not know how they can contribute
to it. Get them involved, show them the way and praise
them for their achievements.
Management and Strategy Institute
Q1: WILL SKILL ADVISE
• Provide training
• Provide guidance
• Praise
• Endorse Coach
ing
• Might have accepted change, but may not know how to contribute
• Get them involved
Chan
ge
Management and Strategy Institute
Delegate
• Coaching:
• These employees are well motivated and highly skilled. They are the engine of the company’s growth and should not be neglected at the expense of those who need more support.
• Consider delegating to this group of employees to leverage their expertise and enthusiasm. This is not the kind of delegation that many managers do; to simply offload tasks so they can free up their own time.
• The idea of delegation here is to help people grow and become autonomous by giving them more complex and challenging tasks. This type of delegation requires time and effort as delegates need to be coached, trained and supported but it will be much more rewarding as they can become more useful for the company.
Management and Strategy Institute
Delegate
• For Change Management:
• In the context of change management, these people
could be your most devoted employees to change. Help
them so they can persuade the rest. Give them authority,
responsibility and resources so they can help the
organizational change with their own initiatives.
• You need to instil a sense of ownership in them. This
motivates them and helps them to enhance their skills
even more.
Management and Strategy Institute
Q2: WILL SKILL
• Give responsibility
• Give authority
• Collaborate on decisions
• Provide resources
• Praise Coach
ing
• They can most devoted to change
• Help them so they can persuade the rest
• Give authority, responsibility
• Instil a sense of ownership
Chan
ge
DELEGATE
Management and Strategy Institute
Direct
• Coaching:
• These employees are less skilled and are not motivated. You
need to focus on training and praising. Some managers think
that they should not praise when there is nothing to praise for.
This negative and damaging mentality can alienate people
even further. Instead, people should be praised constantly.
Most people are praise-deprived and even a simple praise is
valued highly. Little by little, the praise can lead to motivation
and a boost to confidence and self-actualisation, which in turn
can lead to learning something new and becoming more
skilled. The new skill can increase self-esteem and help the
person to grow in a positive cycle of improvements.
Management and Strategy Institute
Direct
• For Change Management:
• In the context of change management, these employees
can be the most difficult to handle as they are likely to
resist change. Tackle this by involving them in the
change so they can better understand its process. The
more they see results, the more motivated they can get.
• Keep this group of employees up-to-date of any positive
results obtained as a result of change. Next, build on this
dual approach to get them more involved in the change
process and less resistive to it.
Management and Strategy Institute
Q3: WILL SKILL
• Provide training
• Provide guidance
• Identify incentives
• Increase communication
• Praise Coach
ing
• Can be most difficult to handle
• Increase their knowledge of change
• Inform them constantly of positive results due to change C
han
ge
DIRECT
Management and Strategy Institute
Motivate
• Coaching:
• In this case, employees have the skills and knowhow but
are not motivated to participate or care.
• This is an untapped resource as it is likely that these
skilled employees are under-utilised and unhappy.
• Your priority is to motivate them. One problem could be
that they don’t know how their skills relate to the
organization and the current work demand. This requires
praise. They might have worked hard in the past and
when received no praise or recognition for their efforts,
they have lost any incentive to repeat it.
Management and Strategy Institute
Motivate
• Another problem could be that they don’t agree with
some of the decisions, strategies or the way tasks are
done. This requires communication and involvement.
• Another problem could be inadequate recognition of their
work such as low salary/benefits, low level of
responsibility, low level of resources or poor working
environment. You will need to systematically analyse all
of this to determine critical issues and concerns.
Management and Strategy Institute
Motivate
• For change Management:
• In the context of change management, these employees can be a valuable resource once they understand and join the change movement. Since they are skilled, they are likely to use their own initiative and get involved more once they believe in the change.
• With this group of employees, focus on communicating the benefits of the change and how the change can specifically help them in their jobs.
• You need to identify the “hot buttons” to motivate them and the “show stoppers” to see what the real issues are. This will allow you to clarify misunderstandings, negotiate over their concerns or persuade them with your reasoning.
Management and Strategy Institute
Q4: WILL SKILL
• Provide plenty of Praise
• Show that the organization cares
• Increase communication and involvement
• Provide incentives
• Identify constraints or de-motivators
Coach
ing
• Valuable resource
• Can use own initiative
• Communicate specific benefits
• Identify hot buttons & show stoppers
Chan
ge
MOTIVATE
Management and Strategy Institute
Mentoring and Coaching
• As part of providing training and feedback to employees
who are going through change, you will need to set up a
system to provide coaching and mentoring. There are
distinct differences between the two areas as show
below:
Management and Strategy Institute
Coaching
Focused on tasks
Focused on short term needs
Feedback is specific
Mentoring
Concerned with implications
beyond the task
Long term relationship
Feedback is focused on behavioural
issues Management and Strategy Institute
Coaching
Focused on skills and performance
Specific agenda sets the pace for
learning skills
More effective when it is formal
Mentoring
Focused on long term capability and potential
Agenda is open and continues to
evolve in the long term
More effective when it is informal
Management and Strategy Institute
Mentoring and Coaching
• Mentoring is about long term
• Coaching is about more immediate issues
• It is not about providing solutions
• It is about asking the right questions
• It is independent from Line Manager
• The goal can change over time
Management and Strategy Institute
Mentoring and Coaching
• Mentoring is about long term. Mentoring is more concerned with the long term than coaching. Both short term and long term solutions are necessary for people who are going through change. As research shows, many successful change programs take years, sometimes even a decade to really materialise. Hence, mentoring should always be included as part of the change strategy.
• Coaching is about more immediate issues. Coaching on the other hand focuses on immediate issues. A coach’s role is not to provide solutions or impose certain views. A coach acts as a mirror guiding the coachee to understand his own problems, obstacles, and a way out and to discover his own solutions.
Management and Strategy Institute
Mentoring and Coaching
• It is not about providing solutions. Countless research studies show that a person who is coached or mentored that comes up with his own solutions is more likely to follow them through than one who is given a solution. People don’t believe in the wisdom of others, simply because no one can be as familiar with their problems as themselves.
• It is about asking the right questions. A great deal of mentoring and coaching is about self-reflection and this is achieved by asking a lot of questions from the coachee or mentee.
Management and Strategy Institute
Mentoring and Coaching
• It is independent from Line Manager. Both
mentoring and coaching take place independently
from line managers.
• The goal can change over time. Coaching and
mentoring is a process that can change over time
depending on needs.
Management and Strategy Institute
The GROW Model
Goal Reality Obstacles / Options
Way Forward
G R O W Management and Strategy Institute
The GROW Model
• For coaching, the GROW model is particularly useful.
No one person can be clearly identified as the originator
of the GROW model, however Graham Alexander and
Sir John Whitmore are usually attributed due to their
significant contributions (Whitmore, 2002).
• There are different versions of the GROW model, but the
following captures the essence of these models:
Management and Strategy Institute
• This is the final objective. It covers both short term and long term goals. The goal must be clearly defined so the client knows when the goal is achieved.
Goal
• This is the current situation and indicates how far the client is from the goal. The reality also shows the path taken so far; where you have been and where you are now.
Reality
• Obstacles
• There must be some obstacles that has prevented the client from achieving the goal, otherwise the goal would have been achieved by now.
• Options
• Once Obstacles have been identified, a number of options or alternate strategies are needed for the client, so that the obstacles can be avoided. This leads to progress.
Obstacles
Options
• The identified Options need to be converted into action steps which will guide the client to their goal. This is also classified as Way Forward, When, Whom and Will.
What / Way
Forward
Management and Strategy Institute
Who Should be A Coach or Mentor
• The most ideal coaches or mentors are those who are
not directly involved in tasking the employee on a daily
basis. This helps to remove any suspicion on the
coachee’s part that the guidance given is biased and the
person wants to get more out of them.
Management and Strategy Institute
Who Should be A Coach or Mentor
• In addition it is easier for the coachee to voice his
concerns, even if they are related to the way he is
managed.
• The same principle applies to coaching and mentoring
for change. The most ideal employee candidates to
coach and mentor are those who are highly motivated
and highly skilled (Q2 quadrant of the Skill/Will Matrix).
They believe in the change and are resourceful to
support others in following through.
Management and Strategy Institute
Management Tools
By the end of this session
you will be able to:
Use various tools to identify which areas
you need to focus on the most and
brainstorm ideas on how to move the
change process forward
Management and Strategy Institute
Management Tools
• In this session, you will be introduced to a series of tools
that help to brainstorm ideas on change management.
You will learn about technique that allow you to analyse
forces that affect change, systematically generate and
arrange your ideas, explore ideas in groups and evaluate
them based on specific dimensions.
Management and Strategy Institute
Mind Mapping
• Mind Maps were developed by Tony Buzan in 1960s. A
mind map helps to visualise a concept and makes it
easier to generate more associations. Mind maps are
known to work very similar to the way our brains work
and with the advent of modern mind mapping software
this tool has become incredibly useful and powerful.
Management and Strategy Institute
Mind Mapping
• How to Use
• Creating a mind map is very simple. Start with a central
idea and then branch out with immediate ideas. In turn,
you can branch out more from these second level ideas
and continue to think and explore branches in parallel.
The power of mind mapping lies in the fact that you can
keep expanding and rearranging as you add more
concepts. This helps you make associations and think of
ideas that you probably wouldn’t have thought of.
Management and Strategy Institute
Mind Mapping
• The best way to make a mind map is to use a mind map
software. They allow for a limitless expansion as you will
not be limited by the available space on a piece of paper.
In addition, you can quickly rearrange the map as you
add more nodes.
Management and Strategy Institute
Mind Mapping
• On paper, this is very difficult and cumbersome and
many people simply cannot be bothered to do it. This
can significantly affect the quality of the map and is
perhaps one of the strongest reasons why mind mapping
did not take off as much initially until much later when
computers became ubiquitous and advanced mind map
software emerged.
Management and Strategy Institute
Mind Mapping
• What to Watch For
• Many people have tried it at some point in the past,
sometimes in school, and may simply dismiss it based
on their limited and poor past experience. Many people
might not be aware of mind map software and how the
technique can be much more useful now than it was in
the past.
Management and Strategy Institute
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
6-3-5 Technique
5
Minutes Management and Strategy Institute
6-3-5 Technique
• This method was introduced by Warfield et al. in 1975.
The model allows you to generate ideas systematically.
The technique involves 6 people who write down 3 ideas
and think about them 5 minutes at a time, hence the
name 6-3-5.
Management and Strategy Institute
6-3-5 Technique
• How to Use
• Ask a group of 6 people to identify a problem or a topic for consideration.
• Ask the group to sit around a table
• Provide a sheet of paper to each.
• Ask them to write three issues or concerns in regard with the subject on their sheets that they feel strongest about.
• Allocate 5 minutes for this part.
• Ask each person to pass their sheet to the person on their left.
• Each person now has 5 minutes to elaborate on the list or add more to it.
• Continue the process until everyone receives their original sheets back.
• Gather all sheets, get everyone together and then go through the ideas to brainstorm solutions based on what’s identified in the sheets.
Management and Strategy Institute
6-3-5 Technique
• What to Watch For
• The technique leads to generation of ideas. You will still
need to use other techniques to sort and select from
these ideas.
Management and Strategy Institute
Force Field Analysis
• Force Field analysis was developed by Kurt Lewin in
1940s. It is a simple yet powerful model which is
specifically applicable to change management.
• The idea is that in order to bring change, you must first
understand the pressures and tensions that are
maintaining the status quo. Only then can you go ahead
to initiate change and persuade people.
Management and Strategy Institute
Force Field Analysis
• How to Use
• Use a brainstorming session to create a list of
stakeholders that are likely to be affected as a result of
the change.
• Divide the list into two lists:
– Driving Forces. Identify the drivers and conditions that support
the change.
– Resisting Forces. Identify the drivers and conditions that are a
resistance to change
Management and Strategy Institute
Force Field Analysis
• If you have items on the list that you think are neutral
and don’t contribute either way, put them on a separate
list for time being. Circumstances change and you may
find it useful to consider them again later on. Now, focus
only on driving and resisting forces.
Management and Strategy Institute
Force Field Analysis
• Consider two dimensions for each of these forces. For
example, a possible dimension is power; how powerful is
a particular individual whether supporting or resisting the
change. Other dimensions are how much resources
they have or how likely are they to gather other people’s
support.
• Draw an arrow for each force under its corresponding
column (driving or resisting).
Management and Strategy Institute
Force Field Analysis
• Map two dimensions to the length and breadth of each
arrow that represents that force. For example length can
represent resourcefulness, and breadth can represent
power.
• Generate a force field map by including the most
significant forces.
Management and Strategy Institute
Force Field Analysis
• You can then analyse the force field map to take specific
actions. The idea is that increasing only the drivers to
change is not enough and you need to take steps to
reduce resistance and the only way to do this is by
identifying both sides. In fact, you may need to focus
more on reducing resistance than increasing the drivers
for change.
Management and Strategy Institute
Force Field Analysis
• What to Watch For
• The model captures the situation in one specific
moment. Hence, as the circumstances change you will
need to update it to be relevant.
Management and Strategy Institute
Force Field Analysis
DRIVING RESISTING
THICKNESS: Power LENGTH: Access to resources
CEO
Head of
Engineering
Major Share
Holder
Retired Old
Founder
Department
Manager
HR
Manage
r
Head of
Marketing
STATUS QUO
Management and Strategy Institute
Breadth versus Depth Matrix
• This technique is helpful to use in analysing the effect of
change on various areas of the organization and also to
assess its effect on various aspects of human behaviour.
Management and Strategy Institute
Breadth versus Depth Matrix
• How to Use
• Consider the changes that need to be implemented and
place them into 4 quadrants based on two
dimensions; breadth of change and depth of change.
Management and Strategy Institute
Breadth versus Depth Matrix
Q1 Q2
Q3 Q4
Depth HIGH LOW
HIG
H
LO
W
Bre
adth
Management and Strategy Institute
Breadth versus Depth Matrix
• Breadth of change. Breadth of change refers to the
extent that the change is applied across the
organization. You can use quantification such as the
percentage of departments affected to calculate the
breadth of a change (e.g. 40% of departments are
affected).
– Breaths low. Change focused on one area, project or
department.
– Breadth high. Change across the board affecting many systems
and areas.
Management and Strategy Institute
Breadth versus Depth Matrix
• Depth of change. Depth of change refers to the extent
the planned changes affect the way things are done in
the organization.
– Depth low. People can handle the change with minor
adaptations.
– Depth high. Planned changes move people away from the
range of stability (they can be out of their comfort zone).
Management and Strategy Institute
Breadth versus Depth Matrix
• Once you have placed the changes in the quadrant
based on the breadth and depth of change you can use
the following analysis:
Management and Strategy Institute
Breadth versus Depth Matrix
• Q1: Breadth High, Depth Low.
– You need multi-disciplinary panels and quality control teams who
can work out techniques that help improve efficiency.
• Q2: Breadth High, Depth High.
– You need to provide an extensive and elaborate companywide
support for change. It should address training for new skills and
structural changes will be required as a result of using these new
skills.
Management and Strategy Institute
Breadth versus Depth Matrix
• Q3: Breadth Low, Depth Low
– You need to implement specific procedures for specific areas or
departments under consideration.
• Q4: Breadth Low, Depth High
– You need to provide internal coaching and training to help people
deal with the process of change.
Management and Strategy Institute
Breadth versus Depth Matrix
• What to Watch For
• Use this technique during the planning stage to organize
ideas and evaluate the extent that each change will
affect the organization and employees. It allows you to
think of the significance of the disruption each change
causes and whether it is feasible to consider it given the
impact.
Management and Strategy Institute
Training Material Complete
• You may now take the final exam, or continue to study
this material.
Management and Strategy Institute
Management and Strategy Institute
References
We recommend the following reading material if you would like to further your Change Management learning:
• Arnold, J., C.L. Cooper and I.T. Robertson (1998) “Work Psychology: Understanding Human Behaviour in the Workplace”, (3rd ed.), London, UK: Financial Times Pitman Publishing.
• Cameron, E. Green, M., (2004) “Making sense of Change Management: A Complete Guide to the Models, Tools and Techniques of Organisational Change”, Kogan Page Ltd, ISBN: 978-0-7494-4087-9
• Fisher, John M., Savage, David J. (1999) “Beyond experimentation into meaning.”, Papers from the 1998 EPCA Conference. Lostock Hall: Epca Publications, (290 p), 4th Conference of the European Personal Construct Association - EPCA 1998, Chester/England.
• Gladwell, M. (2000) “The Tipping Point”, Little, Brown and Company, ISBN: 0-316-31696-2
• Greiner, L.E. (1972) “Evolution and revolutions as organisations grow", Harvard Business Review, July August p.41
• Johnson, S. (1999) “Who Moved My Cheese: An Amazing Way to Deal with Change in Your Work and in Your Life”, Vermilion; Reprinted Ed edition, ISBN: 978-0091816971
• Price, D. (2009) “The Principles and Practice of Change”, The Open University, ISBN: 978-0-230-57585-1
• Rogers, E. M. (2003) “Diffusion of innovations”, (5th ed.). New York, NY: Free Press.
• Senior, B., Fleming, J. (2002) “Organizational Change”, Printice Hall, ISBN: 978-0-27369-598-1
• Warfield, J.N., Geschka, H., Hamilton, R. (1975) “Methods of idea management”, Columbus, OH: The academy for contemporary problems.
• Whitmore, Sir John, (2002) “Coaching For Performance: Growing People, Performance and Purpose”, Nicholas Brealey Publishing Ltd; 3rd Revised edition, ISBN: 978-1857883039.
Management and Strategy Institute