Coaching and Mentoring

1. Coaching and Mentoring February 2009

2. Agenda 8.50am – 10am: • What is Coaching? • An Overview of Coaching – what happens in a session? • Coaching for Leadership and Performance 10.10am – 11.30am: • What is Mentoring? • An Overview of Mentoring for Succession and Growth • When do you need Coaching and Mentoring? 11.50am – 12.55am: • Benefits of Coaching and Mentoring • Do’s and Don’ts • Critical Success Factors

3. Coaching COMENSA Definition: A professional, collaborative and outcomes-driven method of learning that seeks to develop an individual and raise self-awareness so that he or she might achieve specific goals and perform at a more effective level.

4. Coaching A skilled conversation which enables the client to: • Develop and clarify their goals / desired state • Clarify their current reality • Develop ideas and options • Develop action plans which will lead to results

5. Coaching is about moving: FROM TO DESIRED STATE CURRENT STATE New Way Of Being Current Way Of Being Where do you want to be? Where are you now? What can you do to get there? Egan

6. Panic zone Learning zone Comfort zone Coaching is Creating awareness Facilitating learning Releasing potential Enabling learning & change By providing a new perspective - another way of thinking “The coach’s primary responsibility is not to teach but to facilitate learning” (Myles Downey)

7. Kolb’s Adult Learning Cycle Concrete Experience Feeling Reflective Observation Active Experimentation Doing Watching Thinking Abstract Conceptualisation

8. How we see ourselves

9. Potential and Performance PERFORMANCE THINKING Limiting beliefs Limiting Assumptions Mental models Paradigms FEELINGS Negative inner dialogue Confusion, Lack of focus Being overwhelmed Fear & anxiety Competence I N T E R F E R E N C E POTENTIAL

10. An Overview of Coaching

11. Coaching ‘Fishbowl’ coaching – 10 mins What happened?

12. The Skilled Coach Model Stage 2 CURRENTSCENARIO Stage 1 PREFERRED SCENARIO What’s the present state of affairs? What do I need / want ? How do I get what I want / need? Stage 3 ACTION SCENARIO Adapted from Egan

13. Coaching Models A coaching model provides structure and process It outlines what to “do”, when….. A series of “events”….. GROW (Goals, Reality, Options, Wrap up/Will) CLEAR(Contract, Listen, Explore, Actions, Review) SOAR: (Story, Options, Actions, Review) ARROW: (Aims, Reality, Reflections, Options, What next) POWER: (Purpose, Objectives, Whats happening, Empower, Review) CREATE: (Current Reality, Explore Alternatives, Tap their Energy) ACHIEVE (Assess current situation, Creative brainstorming, Hone goal, Initiate option generation, Evaluate options, Valid action, Encourage momentum 5A: (Aims, Awareness, Analysis, Action, Assessment)

14. Coaching Session 10% Connect Reflect Contract: Programme & Session goals Agreement 10% Review & Reflect 80% The Session GROW Prepare and Be Present Prepare and Be Present Prepare and Be Present Reflect Write up Send report Take actions Prepare Reflect Write up Send report Take actions Prepare Take action steps Take action steps

15. CLOSE Coaching Programme INTAKE SESSION CONTRACTING Begin with the end in mind First things first EXPLORING GOALS AGREEING GOALS REVIEW

16. Coaching Skills Creating a thinking space Coaching with heart & backbone QUESTIONS Appreciative inquiry Incisive questions Open to explore, Closed to guide LISTENING To be with, understand, have empathy SILENCE Space to think CHALLENGE Reflection Observation Feedback Limiting assumptions Mental models Blind spots

17. Coaching in Groups TEAM COACHING Team works together to develop outcomes, and actions to achieve them. Participants can utilise team coaching skills with their teams. Facilitated by a team coach Collective Goal

18. Coaching in Groups COLLECTIVE COACHING Team works together to practice coaching skills while working on real problems. Participant presents goal or issue and the team coaches he/she through to action plan.

19. Coaching for Effective Communication Valuing Diversity Conflict Management

20. Leadership Coaching • Leadership Styles • Situational Leadership

21. Leadership Styles TASK RELATIONSHIP COACHING AFFILIATIVE PACE SETTING AUTHORITATIVE AUTOCRATIC COERCIVE DEMOCRATIC PARTICIPATIVE

22. 4 3 2 1 Commitment Unwilling Willing 4 3 2 1 Competence Unable Able Situational Leadership TASK BEHAVIOUR (Guidance) Low High High SUPPORT SELL RELATIONSHIP BEHAVIOUR (Support) LEADER DELEGATE TELL Low PERFORMANCE READINESS LEVEL FOLLOWER Adapted from Blanchard and Hersey

23. Situational Leadership Being able to choose and decide to respond in a particular way in a particular situation Being sensitive to what is “happening”: OBSERVING Making sense of what is “happening”: INTERPRETING Choosing how to respond: DECIDING Being able to respond differently: FLEXIBILITY Thinking about what happened: REFLECTING Response 1 Stimulus Response 2

24. DEPT/TEAM OBJECTIVES INDIVIDUAL OBJECTIVES Coaching for Performance 1. Approval of business objectives 5. FORMAL COACHING Coach for performance review Ongoing assessment & feedback Identify development areas Personal development plan 2. FORMAL COACHING Coach for goals, aligned with bus objectives Review perf contract Reward performance CONTINUOUS ONGOING COACHING AND DEVELOPMENT 4. FORMAL COACHING Coach for goals Review perf contract Identify dev areas Agree new contract 3. FORMAL COACHING Coach for performance review Ongoing assessment & feedback Identify development areas Personal development plan REVIEW BUSINESS OBJECTIVES Mid year Organisation Talent review Succession planning

25. In Pairs Choose an area linked to your performance and ask the following three questions of each other – 5 mins each: • What’s working? • What’s not working? • What would you like to do differently? Group reflection

26. Mentoring COMENSA Definition: Mentoring is a partnership in which a mentee is assisted in making significant advances in knowledge, perspective and vision in order to develop their full potential; the mentor’s wisdom is utilised by the mentee to facilitate and enhance new learning and insight.

27. Types of Mentors • Corporate Mentor General vs expert - Induction, strategy, career, executive, skills mentor • Academic Mentor Guide delegate through a qualification programme • Community Mentor For youth, families, health - often situations where individual is disadvantaged

28. Mentoring And Coaching More directive Less directive Similar skills MENTORING COACHING Domain specific Transfer of knowledge & skills Wisdom & experience Network access Non domain specific Facilitation of learning Expertise as coach Often external

29. The Spectrum Of Skills COACHING NON-DIRECTIVE Listening Questioning Reflecting Paraphrasing Summarising Making suggestions Giving feedback Offering guidance Giving advice Instructing DIRECTIVE PULL Helping someone solve their own problem PUSH Solving someone’s problem for them MENTORING

30. Mentoring for Succession and Growth Mentor to enhance the individual’s knowledge, skills, values and attitudes in a selected career path Utilise the talents within the organisation!

31. 4 Models Of Mentoring Highly Structured Managing change Working towards Specific objectives Getting ready for job Succession planning STRUCTURE Off the cuff Managing change “Friendship” Life mentoring Personal growth Virtually no structure Short term spontaneous TIME Long term (for life!)

32. Mentoring Process for Organisation • Develop a Mentoring Strategy • Identify stakeholders • Appoint Mentoring Co-ordinator • Identify mentees • Develop a profile for potential mentors • Only recruit those who are keen! • Train mentors • Match mentee with mentor – allow choice • Hold regular mentoring sessions • Supervise mentor • Has intervention achieved intended outcomes?

33. 1. Preparing for mentoring 4. Winding down 2. Starting out 3. Maintaining momentum Mentoring Programme - Mentor Informal ongoing relationship Endrelationship Re-contract Begin with the end in mind First things first

34. Mentor Attributes KNOWLEDGE About self and others – about mentee: individual’s programme of development Organisation & culture Industry People & power, networks… EXPERIENCE Relevant experience: life, relationship, careers, syllabus…

35. Mentor’s Roles THE MENTOR PLAYS 7 ROLES IN THE MENTORING RELATIONSHIP: The Sponsor The Teacher The Facilitator The Connector or Networker The Source of Information The Advisor The Nurturer

36. Organisational Outcomes HAVE Personal Contribution Behaviour DO Decisions made Interactions with others Use of time BE Feelings Values & beliefs Thinking Level of awareness

37. When is Coaching and Mentoring needed? • For targeted, individualised, just-in-time development • Align values and vision throughout organisation • Manage change and transition effectively • To support and sustain training initiatives • Talent retention and development, for succession • Develop leadership competencies • Transform potential to improved performance What situations are more suited to coaching or mentoring?

38. Delivers tangible benefits to individuals and organisations (99%) Effective way of learning in organisations (96%) BENEFITS OFCOACHING (CIPD) Coaching & mentoring are key mechanisms for transferring learning from training courses back to the workplace (93%) Positive impact on an organisations’ bottom line (92%) CIPD 2004

39. Benefits Of Coaching and Mentoring • INDIVIDUAL • Learn to solve own problems • Improve interpersonal skills • Able to identify and act on own • development needs • Greater self confidence and self • esteem • Be more positive and assertive • Greater self awareness • Gain new perspectives and • ways of thinking • Acquire new skills & abilities • Develop adaptability for change • Improve work / life balance • Reduce stress levels • ORGANISATION • Improve productivity, quality, • customer service • Gain increased employee • commitment = retention • Demonstrate commitment to • employees: developing them • & improving skills • Support newly promoted • employees • Change culture of org – less toxicity • Support other training • initiatives

40. Critical Success FactorsDo’s and Don’ts Do… • Ensure external service providers can provide references, and proof of adequate training and experience • Consider all factors within organisation, that would be affected by coaching and mentoring • Utilise a coaching or mentoring approach only when appropriate! Don’t… • Rush the process • View coaching and mentoring to ‘fix’ people

41. Critical Success Factors:Coaching and Mentoring in Context Coach/Mentor attributes Client attributes Outcomes of intervention Process Context for coaching/ mentoring

42. Critical Success Factors:Phases within a Programme Co-creation Planning and Preparation Implementation Measurement and evaluation

43. Integral leadership has as an aim to:- Skillfully and successfullynavigate to-day’s leadership landscape.

44. Latest Trends in Coaching and Mentoring • Coaching = 2nd fastest growing profession globally • Supply – variety of skill levels and experience • Demand – discerning clients who want advice, quality control and benchmarking • Professional organisations representative of C and M • Mentoring – retirement, cutbacks, access to IT, globalisation

45. How to become a Coach or Mentor • Full time practitioner or adding competencies to your current skill set? Certificate, Diploma, Master’s Degree, In-house programme tailored to organisational needs • Explore the standards of professional competence – COMENSA, ICF, EMCC – what accreditation would you like? • Talk to professionals in the industry

46. Coaching and Mentoring for SMME’s • The just-in-time development approach, with a client-centered focus. • The flexibility of the process – it can be combined with many learning and development initiatives. • Mentoring enables internal transfer of organizationally specific skills and knowledge in a sustainable manner.

47. Thank You