8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 1/60
A five day course conducted to:
Course Director Mr. Abdulkhaliq Ali Khalil
Pg in HRM & Project Planning
Bradford University
Undisclosed Client
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 2/60
COACHINGBusiness Definition
Developmental Roles
Coaching and Mentoring
Difference between Coaching and Mentoring
The Four C¶s of CoachingBeneficiaries of Coaching
Awareness and Responsibilities
Characteristics of Successful Coaches
Critical Factors to Coaching
The Coaching Process
Needs for CoachingAreas of Coaching
Psychic Stages of Coaching
The GRW Model
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 3/60
Teacher - Trainer
� Shares knowledge and skills
Counsellor
� Provides space to ventilate feelings, helps resolve personal &
interpersonal issues & advicesCoach
� Works on job performance/skills, analyses & judges according toset norms & values
Mentor
� Identifies learning objectives, supports, encourages & helps toprogress, and deal with obstacles/problems
3
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 4/60
` Mentoring, in its traditional sense, enables an
individual to follow in the path of an older and
wiser colleague who can pass on knowledge,
experience and open doors to otherwise out-of-reach opportunities.
` Coaching is not performed on the basis that the
coach has direct experience of their client¶s formal
occupational role unless the coaching is specificand skills focused.
4
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 5/60
Mentoring
` Broad
` long-term
` level-distant
` cross-functional
` providing guidance
Coaching
` Job specific
` Short-term` Level-close
` Same-unction
` Giving advice
5
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 6/60
Mentors
` Nurture whole person
` Draw forth untappedtalent
` Encourage & Inspire
` Guide from the heart
` Accelerate learning &empowerment
Coaches
` Provide job coaching
` Focus on job skills
` Groom for a particular
position
` Evaluate performance
` Reward job learning
6
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 7/60
The main reasons why organizations need coaching
and mentoring activities are:
` To maximize knowledge transfer
` To increase the skill levels
` For succession planning
` For building leadership
7
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 8/60
Confidence
Control
Concentration
Commitment
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 9/60
` The coach/mentor
` The employee
` The department
` The organization
9
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 10/60
` Benefits to the Coach / Mentor:Job Satisfaction
Further development of own skill level
Involvement in strategic activity
10
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 11/60
` Benefits to the employee: Development of skill level
Acquirement of further skills and knowledge Improvement of morale and enforcement of commitment
Solving performance problems and conflict management
Help gain confidence and be more assertive
Aid specialization programs and technology transfer
11
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 12/60
` Benefits to the department:
Create needed harmonic performance by helping closethe gaps and feeding the team with needed skills and
knowledge.
Improve department performance by incubating star
performers
Help support introduction of new processes and
technology transfers.
12
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 13/60
` Benefits to the organization:
Support strategic thinking and planning Create job satisfaction
Involvement in strategic activity
13
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 14/60
Motivates staff ± empowers employees
Hones communication skills
Counsels staff ± stops problem situations
Exercises good judgment
Utilizes available talent
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 15/60
(1) Context:
` What are we coaching?
` In what context is coaching done?
15
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 16/60
(2) Outcome:
` does it matter to the individual?` Does it matter to the organization?
16
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 17/60
STAGE ONE
Gain
understanding
and
acceptance STAGE TWO
Motivate for
Actions
STAGE THREE
Support the
Plan
STAGE FOUR
Review and
maintain
momentum
17
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 18/60
` Change in Know-how
` Change in Knowledge
` Change in Attitude
18
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 19/60
` Leadership
` Planning
` Communication
` Organization` Problem Solving
` People management
` Motivation, and
` Lots and lots of accumulated experience in the
field coached
19
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 20/60
` Incredibility
` Inferiority
` Overcrowding` Uncertainty
20
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 21/60
` The coach should have a close and personal
relationship with proteges.
` The coach exert high effort to build rapport with all
proteges.` Closed meetings/ personal encounters.
` One-on-one evaluation and reruns.
` Lots of VAK feedback and revisiting.
` Tons of loving and caring. The coach can hug, andhe can kick in the shin.
21
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 22/60
` Willing to learn
` Able to accept feedback
` Willing to ³stretch´
` Able to identify goals
22
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 23/60
` Boosted learning
` Valuable direction
` Gaps filled in` Doors opened
` Different perspective
23
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 24/60
12
24
Facade
Hidden Blind
OpenI know
I don¶t
They knowThey don¶t
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 25/60
12
25
Facade
HiddenBlind
OpenI know
I don¶t
They knowThey don¶t
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 26/60
15
26
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 27/60
` G ± Goals = agree on coaching aims
` R ± Reality = address real issues
` O ± Options = identify & evaluateapproaches available
` W ± Will = help person to work out how learning
will be applied
27
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 28/60
` G ± GOAL: What do you want?
` R ± REALITY: What is happening now?
` O ± OPTIONS: What could you do?
` W ± WILL: What will you do?
20
28
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 29/60
MentoringThe Roles of a Mentor
Benefits of Mentoring
Effective Mentors
Stages of the Mentoring Process
The Expectation Agreement
Mentoring and Teaching
The Perils of Mentoring
Ways of Mentoring
Joy and Rewards of Mentoring
Mentor Training Program
Management ResponsibilitiesEvaluation of Mentor Program
Preparing a Final Report
Exercise
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 30/60
` An unstructured association between an
experienced person and one less experienced that
assists the junior person in extracting more value
from experience` A ³mentor´ is an experienced, thoughtful, caring
person who passes on lessons of experience to
someone less experienced
30
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 31/60
` A loyal friend, confidant and advisor
` A teacher , guide, coach and role model
` Entrusted with care advancement of another
` has knowledge and advanced or expert status, attracted to, and nurtures a person of talent and
ability
` Willing to give away what he knows in a non-
competitive way` Represents skill, knowledge, virtue and
accomplishment
31
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 32/60
` Encourages knowledge sharing
` Both parties Develop
` Encourages teamwork
` Addresses specific issues or skills
` Supplements on-the-job training
` Promotes leadership development
32
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 33/60
` Pass on successes
`
Practice interpersonal & management skills` Become recognized
` Expand their horizons
` Gain more than the protege does
Continued«
33
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 34/60
Exposure to new and different thinking styles, knowledge andperspectives
Honing own leadership skills
Occasion to reflect on important issues, own skills and workpractices
Access to corporate information Added incentive for staying aware of current issues in the field
Personal satisfaction in sharing experiences
Pride in mentee's accomplishment
Recognition by peers
Increased self worth through contributions to profession and
organization
34
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 35/60
Guidance and encouragement ( or challenge )
Exposure to the decision-making and leadership styles of seniors
Access to organizational knowledge and networking opportunities
Expanded knowledge of skills and practices
Increased sense of safety while learning
More focused development
Higher visibility
Effective Sounding board for venting emotions, views and feelings
Individualized learning - one on one
Increased access to challenging opportunities and responsibilities
More Career resilience Opportunity to discuss issues with a respected practitioner
Honest and constructive feedback
Increased self-confidence and heightened career aspirations
35
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 36/60
` It is a relationship where an experienced person
assists the junior level employees to become
potential managers of tomorrow
` The mentor also facilitates career developmentand psycho-social development by providing a
vehicle for accomplishing the development task
36
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 37/60
Employees with broader perspectives
Commitment to developing & retaining leaders
Provide support to isolated individuals
from trainees to Board of Directors
Transfer of knowledge and Sharing of values Motivating and effective workplace
Promote and support cultural changes
Safety valve for changing environments
Facilitates socialization into organization
Provide support for use of new technologies
Facilitate better communication between different
functions / management tiers
37
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 38/60
` welcome newcomers into the profession and take a personalinterest in their career development and well-being
` want to share knowledge, materials, skill and experience with those
they mentor
` offer support, challenge, patience and enthusiasm while they guide
others to new levels of competence` point the way and represent tangible evidence of what one can
become
` expose the recipients of their mentoring to new ideas, perspectives
and standards, and to the values and norms of the profession
`
are more expert in terms of knowledge but view themselves asequal to those they mentor
38
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 39/60
` Have significant knowledge of their field
` Demonstrate high skills in their field
` They earned respect of their colleagues
39
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 40/60
` Stage One:
The mentor and recipient become acquainted and
informally clarify their common interests, shared
values and professional goals.
40
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 41/60
` Stage 2:
The mentor and recipient communicate initial
expectations and agree upon some common
procedures and expectations as a starting point.
41
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 42/60
` Stage 3:Gradually,
needs are fulfilled. Objectives are met.Professional growth takes place. New challenges
are presented and achieved.
This stage
may last for months or years.
42
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 43/60
` Stage 4:
The mentor and recipient redefine their
relationship as colleagues, peers, partners and/or
friends.
43
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 44/60
` The frequency of contact, the availability and the accessibility of the
mentor and recipient.
` The amount and kind of support that are needed by the recipient or
that can be provided by the mentor.
` The various roles the mentor finds comfortable: listener , supporter ,
advisor , guide, counselor , role model, friend, nurturer or resource in
the background. Etc.
` The range of roles the recipient will find natural: listener , observer ,
initiator of requests for help or guidance, need for nurture or
autonomy, self-expectations as peer or co-equal. Many other roles
might be communicated.
44
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 45/60
PHASE DEFINITION TURNINGPOINT
INITIATIONINITIATION Six month to a year Fantasies become concrete
expectation
CULTIVATIONCULTIVATION Period of two to five years Opportunities and
relationship becomes moremeaningful .
SEPERATIONSEPERATION - Significant change in the
relationship
- Emotional experience in the
relationship
Wants to put learning into
practice
RERE--DEFINITIONDEFINITION In definite period after the
separation
Stresses of separation
diminish and new
relationships are formed45
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 46/60
Degree of eagerness to have a mentoring relationship
Similarity in personal styles:
gregarious, animated, spontaneous,
vs. low-key, retiring, reflective
Similarity of expected professional
assignments and responsibilities
Similarity in preference
for nurture vs. autonomy
when establishing expectations for
support
Academic preparation
Courses, Majors, alma mater, and
previous experience
46
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 47/60
` The best mentoring is on one-to-one basis where neither partythinks of himself as a mentor (or recipient.
` Enthusiasm is difficult to infuse or train. If a teacher is good, he willhave fun teaching others.
` Teaching comes naturally, mentoring does too.` The majority of mentor teachers expressed that training would be
helpful.` Very few people are 'natural' mentors. Training is valuable,
especially to have others share what works for them.` The personality for mentoring-that nurturing personality-comes
naturally, but the nurturing quality is focused by training.` Mentors need training so that they can feel more confident about
helping others.
47
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 48/60
` Making the initial contact and building trust. Sharingmy ideas at first....I don't want to sound like a know-it-all even when I am asked for help.
` Overcoming my hesitation to tell (the recipient) that he
is wrong and to suggest alternatives. I feel like I amoffending him.
` When do you stop correcting and advising? When doeshelping become hurting?
` Rejection, I offered help at her convenience but myhelp wasn't wanted.... It's hard to help people.` Working with someone for a whole year and then
finding that he can't make it.
48
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 49/60
( 1 ) Sharing Expertise
( 2 ) Communicating Support and Challenge
49
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 50/60
Duties:1. Find out how you can be the most helpful2. Team up during orientation week to meet for discussion and work
sessions.3. Discuss goals annually/monthly and objectives for sessions.
4. Describe various climates and environments you have observedor created and how these variations worked out.
5. Share catalogs for ordering instructional materials/equipment.6. Show how you organize your work on timely basis.7. Share your ideas with your protege.8. Talk about how and where to anticipate staff errors and
misconceptions.
9. Describe alternative strategies that are successful for mentoring where
staff have diverse or conflicting needs.
50
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 51/60
1. How do I perceive my roles as mentor?
2. How do I understand the recipient's expectations for our mentoring
relationship?
3. Is my verbal/nonverbal communication effective?
4. What is my objective in this specific conversation or message?
5. Does my delivery mode (face-to-face, phone, written) fit my purpose?6. Am I too formal or informal for the purpose of this communication?
7. What assumptions have I made or shared in this communication?
8. What kind of response do I expect from the recipient?
9. Am I prepared for a very different kind of response?
10. Have I given him enough time to respond, ask questions for clarification?
11. If I think I have been misunderstood, can I clarify and paraphrase?
12. Am I willing to set aside my own agenda to listen at any time?
13. How should I react to further our mentoring relationship?
51
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 52/60
` A nod of the head, a smile, or a wink at a tense moment.
` A compliment, a pat on the back, or a hug after a challenge has been
met.
` A coffee break or lunch together at a time when the mentee needs to
talk.
` An opportunity to spend an evening together reviewing the results of a
task or planning for the next one.
` Information about ways to gain the support of key individuals.
` Suggestions for acquiring scarce resources.
` An invitation to a weekend barbecue or small get-together with other
colleagues.
52
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 53/60
` Seeing the excitement and enthusiasm of others
` Achieving objectives through mentoring
` Cloning expertise and successful achievements
` Being needed and appreciated
` Enjoying the creative thinking of others
` The joy of lifting people from trouble
` Improved communication at work
` Understanding others more clearly
` All win, All are happy.
53
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 54/60
` Orientation and Reception
` Personnel Introduction
` Common Expectations In Mentor Relationship
` Methods of Mentoring
` Redefining the relationship
54
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 55/60
` Moving the mentor program forward in a positive
direction
` Providing opportunities for mentors to share their
experiences and their views about theeffectiveness of the mentor program
` Providing opportunities for recipients of mentoring
to share their views about the effectiveness of the
mentoring program` Addressing any problems or unmet needs that
emerge during the course of the year.
55
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 56/60
The program background information includes a descriptionof:
` Participants (number and professional standing)
`
Overview of the training and other services provided` A timeline and highlights of events throughout the program's
duration
` The resources (time, fixed costs, unexpected costs, etc. )
required to operate the program
56
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 57/60
The evaluator is expected to prepare a written report
which summarizes the following:
` Feedback from the participants, analyzed and compared
to the evaluator¶s own expectations considering all
resources and constraints.
` Problems or concerns about the program, and
` Recommendations or decisions regarding the continuation
of the program.
57
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 58/60
` Michael is not being proactive about his new assignment.You believe that he should be doing better regarding hisattitude and his productivity.
` A new process is introduced to improve the efficiency levelof plant maintenance report system.
` The company is contemplating a long term program toqualify four of their junior employees to take the role of leading four of their affiliates in Europe and East Asia.
58
8/7/2019 Coaching and Mentoring Skill Building
http://slidepdf.com/reader/full/coaching-and-mentoring-skill-building 59/60
` Connor and Pokora, Coaching and Mentoring at Work; developing
effective practice, 2007
` Garvey, Stokes, and Megginson, Coaching and Mentoring; Theory
and Practice, 2008.
` Parsloe and Jamieson, Coaching and Mentoring; practical methods
to improve learning, 2000.
` Rhodes, Stokes, and Hampton,A practical guide to mentoring and
coaching and peer networking, 2004.
59