Mentoring Summit 2019Mentoring and Coaching Session
Susan Girdler, CFE Faculty in Residence
Professor of Psychiatry, SOM
June Merlino, Associate Director for Faculty Development in Leadership
Quick Lunch and Table Group
• Lunch Table Group – 12:00 to 12:15– Discuss with your table group
• What is mentoring? What is coaching?
Learning Objectives and Goals
• Understand the difference between mentoring and coaching
• Review the mentoring and coaching key competencies
• Introduce a four-step coaching model and process
Leadership DefinedMeta - Competencies
Self – Awareness Adaptability
Adapted from: Briscoe, Jon P. and Hall, Douglas T. Hall. (1999). Grooming and Picking Leaders Using Competency Frameworks: Do They Work? An Alternative Approach and New Guidelines for Practice. Organizational Dynamics, Autumn, 1999.
• "A coach has some great questions for your answers.”
• “A mentor has some great answers for your questions."
Coaching and Mentoring What is the difference?
Coaching and Mentoring
• How Do You Improve Faculty/Staff Learning and Performance?
• Coaching is a co-created partnership between a dean/chair/director and faculty/staff centered (or peer to peer) around an engaging, thought-provoking, questioning process designed to maximize skills, performance and development to achieve goals and produce results.
Dr. Jennifer Batchelor. Retrieved and adapted from: http://blogging.snhu.edu/academics/2016/02/01/faculty-
coaching-questions-you-must-ask/
Core Coaching CompetenciesCompetency Definition from the ICF
A. Setting the Foundation
Meeting Ethical Guidelines and Professional Standards
Understanding of coaching ethics and standards and ability to apply them appropriately in all coaching situations
Establishing the Coaching Agreement
Ability to understand what is required in the specific coaching interaction and to come to agreement with the prospective and new client about the coaching process and relationship
B. Co-creating the Relationship
Establishing Trust and Intimacy with the Client
Ability to create a safe, supportive environment that produces ongoing mutual respect and trust
Coaching Presence Ability to be fully conscious and create spontaneous relationship with the client, employing a style that is open, flexible and confident
Britton, Jennifer J.. From One to Many: Best Practices for Team and Group Coaching, John Wiley & Sons, Incorporated, 2013. ProQuest EbookCentral, http://ebookcentral.proquest.com/lib/unc/detail.action?docID=1224708.
Core Coaching Competencies (Cont.)
Competency Definition from the ICF
C. Communicating Effectively
Active Listening Ability to focus completely on what the client is saying and is not saying, to understand the meaning of hat is said in the context of the client’s desires, and to support client self-expression
Powerful Questioning Ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client
Direct Communication Ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client
Britton, Jennifer J.. From One to Many: Best Practices for Team and Group Coaching, John Wiley & Sons, Incorporated, 2013. ProQuest EbookCentral, http://ebookcentral.proquest.com/lib/unc/detail.action?docID=1224708.
Core Coaching Competencies (Cont.)Competency Definition from the ICF
D. Facilitating Learning and Results
Creating Awareness Ability to integrate and accurately evaluate multiple sources of information, and to make interpretations that help the client to gain awareness and thereby achieve agreed-upon results
Designing Actions Ability to create with the client opportunities for ongoing learning, during coaching and in work/life situations, and for taking new actions that will most effectively lead to agreed-upon coaching results
Planning and Goal Setting Ability to develop and maintain an effective coaching plan with the client
Managing Progress and Accountability
Ability to hold attention on what is important for the client, and to leave responsibility with the client to take action
Britton, Jennifer J.. From One to Many: Best Practices for Team and Group Coaching, John Wiley & Sons, Incorporated, 2013. ProQuest EbookCentral, http://ebookcentral.proquest.com/lib/unc/detail.action?docID=1224708.
Coaching Impact Research
Emerging evidence-base that coaching is a powerful tool to support learning and development for students, teachers, school leaders and their educational establishments….
Coaching ProfessionInternational Coach Federation
• The International Coach Federation (ICF) is the leading global organization dedicated to advancing the coaching profession by setting high standards, providing independent certification and building a worldwide network of trained coaching professionals.
• As the world’s largest organization of professionally trained coaches, ICF confers instant credibility upon its members.
• ICF offers the only globally recognized, independent credentialing program for coach practitioners.
https://coachfederation.org/about
Coach
Res
po
nsi
bili
ties
o
f a
Co
ach
Mentee
Environment
You/Mentor
Coaching: 3 Key Parts
• Ensure Trust
• Motivate & Develop
• Commit to Action
Results&
Relationships
How Do Faculty Leaders Coach/Mentor?
Think about some leaders who have helped you learn and grow the most.
What did they do?
Becoming a Leader Coach: https://ebookcentral-proquest-com.libproxy.lib.unc.edu/lib/unc/detail.action?docID=2097960
The Art & Science of Coaching
ART
Listening• To understand• Not to argue or fix
Providing behavioral feedback• Behavior that you see and hear• Not behavior that is inferred
Asking Questions & Discovery Building Relationships• What is unique about them?• What are their values?• What are their strengths?• What are their motivators?• What are their development goals?
SCIENCE
Use the Model – GROW
Asking questions:
Goal
Reality
Options
What will you do
Source: Coaching for Performance, GROWing Human Potential and Purpose, Whitmore, John. 1992
The Art of CoachingListening Effectively
Deliver Feedback with “The SBI Model”
Situation Behavior Impact
Learn, Develop and Grow.
Coaching Guidebook PackageCenter for Creative Leadership
https://solutions.ccl.org/Coaching-Guidebook-Package?
1. All the information is with the coachee
2. Creates buy-in
3. Empowers
4. Develops leadership capacity
5. Creates authenticity
5 Great Reasons to Ask Questions
Coaching Questions. Tony Stoltzfus 2008.
CoacheeDoes
The Work
Coaching & Questions
The Power of
Questions
Think
Overcome Obstacles
Challenges Others to…
Evaluate different courses of action
Source: NewMarket Learning: Coaching; The Power of Questions
The ScienceGROW Coaching Model
(4-Step Process)
• GOAL setting for the session
• REALITY check to explore current situation
• OPTIONS and alternative strategies
• WHAT/Will you do, by WHEN?
Source: Coaching for Performance, GROWing Human Potential and Purpose, Whitmore, John. 1992
Read GROWQuestions
Source: Coaching for Performance, GROWing HUMAN POTENTIAL and PURPOSE, Whitmore, John. 1992
Coaching Tips:Concluding the Session
Session Completed Improve – How?
• The coach asks for feedback on whether or not the direction of the session is useful or asks the faculty what would be most helpful to look at next.
• The faculty makes and commits to an action plan that he/she developed and to which he/she feels ownership.
• Both parties evaluate/determine if the session goals were met.
• Offer your continued support and reassurance.
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Faculty Coaching Action Plan
Goal Actions Timeline Resources
Step 4. WHAT WILL you do? Next Steps
Center for Creative LeadershipSimple Steps for Coaching
Retrieved from: https://www.ccl.org/articles/leading-effectively-articles/how-to-have-a-coaching-conversation/
CFE Leadership Peer Coaching ProgramImpact Results 2018-19
Survey Highlights Data Remarks
Learning Coaching Skills
I feel I had time to improve my coaching strategies
I feel I had time to practice GROW inquiry questions.
I feel I had time to improve my GROW inquiry questions.
100% Agree/Strongly Agree It was very helpful in practicing the GROW model for coaching.
I also received benefits from being coached by other members and was able to make significant progress on several different leadership challenges.
I feel much more comfortable with the coaching technique and have started to use it with my direct reports.
Improvement in Leadership Skills
I feel I was able to improve my listening skills (e.g., active listening).
I feel I was able to improve how I communicate as a leader.
100% Agree/Strongly Agree The skills that I have learned have really helped me to effectively lead a group of faculty, many who were senior to me.
CFE Leadership Peer Coaching ProgramImpact Results 2018-19
Survey Highlights Data Remarks
Leadership Peer Coaching Group Dynamics
I was able to provide effective feedback to my peers and receive effective feedback from my peers.
I feel that peers in the Leadership Peer Coaching Program care about each other.
I feel connected to others in the Peer Coaching Program.
100% Agree/Strongly Agree We have a wonderful group. I really like that our peer coaching group includes faculty representing different UNC disciplines as well as levels of leadership experience.
I feel totally comfortable speaking to the group about my challenges because I trust that they will keep the issues confidential as well as provide excellent coaching to help me through the difficulties.
Describe the degree to which the Leadership Peer Coaching Program supported you meeting your goals.
The Peer Coaching group has really improved my listening skills. I also found that coaching was a great way to help a colleague with a problem without feeling pressure to “solve” the problem for them. It has made me a more thoughtful leader, which is a great skill to have!It was very helpful in practicing the GROW model for coaching. I felt strongly supported in my goals.
CFE Leadership Peer Coaching Program 2018-19Describe what aspect of the Leadership Peer Coaching Program was the most beneficial to your
leadership.
Support from colleagues who all showed improved coaching skills. Feedback from facilitator, June
Merlino. Overall very beneficial to be able to serve as coach and coachee.
GROW model feedback from June peer support
The opportunity to practice coaching skills at each meeting.
Learning the GROW model was very helpful. The second was just the diverse team of
coaches/leaders present who were able to contribute helpful ideas and perspectives on shared
leadership challenges.
The peer coaching was really great! I liked doing individual and group coaching. I liked getting to see
how other people approached the coaching process as well as getting to be coached and to coach
others. The feedback at the end of the sessions from June was also very helpful.
The opportunity to practice active listening with cues from the GROW model.
Learning how to listen effectively and guide people toward their own solutions. Often, the problems
that the coachee initially described were not the source of the true issue that the coachee faced. It
was really cool to be able to tease out the "real" issues and move toward goals/solutions.
How to build a coaching culture?
A coaching culture emerges from a coaching cascade, going all the way to
building coaching into the execution of business plans (Riddle, IOC Presentation):
Retrieved from: https://instituteofcoaching.org/resources/may-2019-coaching-report
UNCOpportunities
Current Practices
CFE Faculty Leadership Development Practices
Peer Coaching and MentoringUNC Opportunity
• Expansion of mentoring practices using peer and one-to-one coaching model and questions
• Intentional modeling of coaching behaviors by leaders and faculty
• Development of coaching skills as an aspect of mentoring work and relationships
• Continuation leadership peer coaching groups to enhance leadership skills
Coaching Debrief
Thank You!
• How would the GROW coaching model and questions help you as a mentor/mentee?
• What can you do to start using coaching questions with your mentoring practices?
Future Practice - GROW ModelCoaching Partners & Observer
Step 1: Partner Coaching: (15 to 20 minutes each) (3 rounds)
• One person Coach the other using the GROW Model
Coach:
• Start with the Questions for Goal
• Then continue with each group of questions – GROW Model
• Take notes as needed
Observer: Use GROW coaching evaluation worksheet– Review notes with Coach
– Use GROW Model Worksheet; circle or check questions that are used/worked
– Be descriptive with feedback; follow the GROW Model
Step 2: Feedback (Use notes and GROW questions) (5 to 10 minutes)
1. Observer provide feedback to coach
2. Coachee provide feedback to coach
3. Coach reflects with insights and observations of their coaching
Resources
• Blanchard, Ken; Zigarmi, Drea; Zigarmi, Patricia. Leadership And The One Minute Manager. William Morrow and Company, Inc., 1985.
• Caprale-Berkowitz, Norian; Friedman, Stewart. How Peer Coaching Can Make Work Less Lonely. Harvard Business Review, 2018.
• Craumer, Martha. “How to coach your employees,” Harvard Business Review, December 2001. • Devine, Mary; Houssemand, Claude; Meyers, Raymond. How can coaching make a positive impact within educational
settings? Procedia – Social and Behavioral Sciences, 2013.• Hargrove, Robert. Masterful coaching: extraordinary results by impacting people and the way they think and work
together. Jossey-Bass Publishing, 2002.• Naude, Johan; Plessier, Florence. Becoming a Leader-Coach: A Step-by-Step Guide to Developing Your People. Center
for Creative Leadership, 2014.• Retrieved and adapted from: www.MindTools.com. Mind Tools Ltd, 1996-2017 All rights reserved.• Retrieved from: www.newmarketlearning.com. Leader’s Guide to Coaching: The Power of Questions. Newmarket
Learning, 2008.• Stoltzfus, Tony. Coaching Questions: A Coach’s Guide to Powerful Asking Skills. 2008. (www.Coach22.com)• Weinstock, Beth; Sanaghan, Patrick. Preparing Tomorrow’s Leaders: Leadership in Coaching Higher Education. Higher
Ed Impact, 2015.• Whitmore, John. Coaching for Performance, GROWing Human Potential and Purpose,. Nicholas Brealey Publishing,
1992.• Whitworth, Laura, et al. Co-Active coaching: new skills for coaching people toward success in work and life, Henry
Kimsey-House, 1998.• Zenger, Jack; Folkman, Joseph; What Great Listeners Actually Do. Harvard Business Review, 2016.
Coaching Guidebook PackageCenter for Creative Leadership
https://solutions.ccl.org/Coaching-Guidebook-Package?
Coaching Resources
Mentoring Summit Mentoring and Coaching
May 17, 2019
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