WELCOMEDEVELOPING EXCELLENCE

MENTORING, COACHING, AND TALENT DEVELOPMENT

“Be the change you wish to see in the world . . .”Gandhi

OVERVIEW

• Retaining/Developing Employees• REI survey

• The Elements of Mentoring• What excellent mentors do• The importance of questions• Maximizing talents

• Team Matrix: Case Situation

• Coaching• Coaching cycle• Transformational coaching process• Feedback models

• Difference Between Coaching & Mentoring

• Listening Strategies and Practices

• Sharing and Reflections

TECHNIQUES FOR RETAINING EMPLOYEES

For more than 50 years, researchers have studied the factors that satisfy, motivate, or engage talented workers:

Exciting/Challenging Work Growth/ Development Appreciation/Valued Great People Fair Pay, Benefits Good Boss “The Fit”

-Kaye & Jordan-Evans, 2014

RETENTION/ENGAGEMENT SURVEY

TO WHAT EXTENT DO YOU……..Score

1-4A. assume that employees should and will tell you what they want from their work?  

B believe that retention is a job for HR or compensation professionals?  

C regard employees’ careers as their business, not yours?  

D take for granted that employees know you respect them, and therefore you don’t need to show it?

 

E think employees should tell you if they are not feeling challenged in their work?  

F expect employees to leave their personal lives at the door and feel only their business lives are your concern?

 

G avoid discussing career options with employees, especially when promotions are not readily available?

 

H hire primarily based on functional or technical skills?  

I give information to employees on a need-to-know basis only?  

J think you are here to get the job done, that employees don’t have to like you?  

K believe you are not at work to have fun?  

L fear that if you introduce employees to others in your network, they might be enticed away?  

M feel that you don’t have time to mentor?  

N have only a vague idea of what it costs to lose talented people?  

O tend to hoard good people instead of helping them seek other opportunities?  

P agree that we don’t have the luxury of loving what we do?  

Q fail to question policies for the sake of your employees?  

R deem good work to be its own reward?  

S think that if you don’t control the who, how, where, and when, the work won’t be done right?  

T avoid giving negative or corrective feedback to your employees?  

U consider yourself too busy to be a good listener?  

V view employees’ values as their own business and therefore seldom discuss them?  

W believe that employee wellness initiatives are frills?  

X think that generational differences are irrelevant in the workplace?  

Y believe employees should usually wait for you to tell them what to do?  

Z maintain that employee engagement and retention are not critical leadership skills and you don’t need to spend time improving them?

 

Q12

-Gallup, 1996

A MENTOR

Wagner and Harter point out that many highly accomplished people can recall a time early in their careers when a

“shot in the arm” made all the difference.

WHAT EXCELLENT MENTORS DO

People don’t change that much. Don’t waste your time trying to put in what was left out. Try to draw out what was left in.

That’s hard enough . . .

Donald Clifton

HOW TO MENTOR WELL

• Walk the Talk

• Give Actionable Advice/Feedback

• Resist Solving the Problem

• Criticize Behavior, Not Person

• Develop a Plan for Success

• Foundation of Support

• Not Dependent on You

• ASK QUESTIONS

• Good Start

THE INITIAL MEETING

THE INITIAL MEETING MENTOR’S JOB MENTEE’S JOB

Come Prepared 

Learn whatever you can about the mentee before your initial meeting. 

Same.

Talk Big Picture 

Recount your own mentoring experiences to your mentee. Explain what worked and what did not. 

Listen and ask questions.

Discuss Mentee’s Needs 

Ask questions and listen. Explain where you are and where you would like to be – and how mentoring might help. 

Mutual Agreement – Goals & Expectations 

Explain what you can and what you cannot do.

“This is what I hope to achieve through this mentoring relationship.”

Responsibilities 

“I will do…” “And I agree to do…”

Timetable 

“Let’s work on this for six months. Then we will review progress and determine if and how we should continue.” 

Same.

Meeting Times/Agenda 

“Check my calendar for available times.” 

“I will take responsibility for finding dates and times that fit your schedule. I will create an agenda for each time we meet.” 

Confidentiality 

“Nothing we discuss will go outside this room unless we both agree otherwise.” 

Same.

Agree to be Candid 

“If this relationship is not producing the results you expect, or if you disagree with my advice, say so. Neither of us has time to waste.”

“I will tell you if this relationship isn’t working for me. I will not waste your time.”

- Harvard Business Review,Coaching & Mentoring, 2004

CULTIVATING CURIOSITY

“You don’t have to have all the answers.

But, what’s NOT negotiable is that you have the questions.”

Kaye & Giulioni, 2012

THE IMPORTANCE OF QUESTIONS

TELL (Statement) ASK (Question)I need this report by Monday.

From what you said, I can tell you are really competitive.

Your Achiever talents appear to help you accomplish a lot of work.

I have heard people say you take on too much work.

You are good at making work flow smoothly.

You need to tell your boss that you really do need more work to feel fulfilled each day.

BEGIN A STRENGTHS DIALOGUE

BLIND SPOTS

MAXIMIZING TALENT

STACISignature Themes:ArrangerAchieverPositivityLearnerInput

What do you think Staci expects from her university?

What questions might you ask Staci?

TEAM MATRIX

Team Talent Profile

Case Situation: How can we perform as a team?

HOW COACHING WORKS

Watch the short video on “How Coaching Works”.

TAKE 10 AND DISCUSS

Group Discussion: What did you notice?Describe the process.List key coaching elements.How does coaching work?

VIDEO

THE ESSENCE OF COACHING

Technical Help

Personal Support Individual Challenge

Emotional Bond

- Susan Alvey, 2004

THE COACHING CYCLE

TRANSFORMATIONAL COACHING PROCESS

Data-Based Performance-

Focused Relationship-Focused Slower, Not Faster Dialogue Heart Humility Balance Self Responsibility

TRANSFORMATIONAL COACHING MODEL

- Crane, 2012

THE GROW MODEL

VIDEO #2VIDEO #1

COACHING FEEDBACK - AID

AAction:

What are the facts? What actions did the coachee really do?

IImpact:

What is the impact on the project, the environment, the colleagues?

DDesired Outcome:

What kind of change in the behavior do you expect?

SUCCESSFUL COACHING TIPS

To have long-term success as a coach or in any position of leadership, you have to be obsessed in some way.

Pat Riley

DIFFERENCE BETWEEN COACHING & MENTORING

FACTORS COACHING MENTORING

Key Goals To correct inappropriate behavior, improve performance, and impart skills in order to accept new responsibilities

To support and guide personal growth of the mentee

Initiative The coach directs the learning The mentee is in charge of his/her learning

Volunteerism Though the coachee’s agreement to accept coaching is essential, it is not necessarily voluntary

Both mentor and mentee participate as volunteers

Focus Immediate challenges and learning opportunities

Long-term personal professional/ personal development

Roles Heavy on asking, some telling with appropriate feedback

Heavy on listening, providing a role model, and making suggestions and connections

Duration Usually concentrates on short-term needs. Intermittently on an “as-needed” basis.

Ongoing and can last long-term

Relationship Established with rapport and trust Established with rapport and trust

- Harvard Business Review, 2004

LISTENING SKILLS

ESTABLISHING RAPPORT

• Non-verbal Behaviors• Acknowledgements • Door Openers• Paraphrasing• Active Listening

IN SUMMARY

Share wisdom and knowledge

Maximize strengths Encourage creativity

and innovation Create a culture that

values contributions Inspire, excite, develop

motivated employees Embark on self-

discovery and fulfillment

WRITING AND REFLECTION