Mentoring and Coaching

Mentoring and CoachingFasset: October 2013

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Welcome Note

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• Welcome to Mentoring and Coaching Workshop.

• Purpose: Teach you skills and knowledge that will enable

you to effectively mentor and coach others.

• Will be introduced to• mentoring and coaching-related terminology,• mentoring and coaching-related documents,• role-players in the mentoring and coaching processes

(and their functions) and• the steps in the mentoring and coaching processes.

Mentoring and Coaching

Welcome Note (cont.)

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• Workshop (and Learner Guide) consists of learning units.

• Learning units include activities.

• Mentoring and coaching-related templates in the relevant

learning units.

• Workshop is non-credit bearing.


Content

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Learning Unit 1: Mentoring-related concepts

Learning Unit 2: Steps in the mentoring process

Learning Unit 3: Initiate the mentor-mentee relationship

Learning Unit 4: Define the mentor-mentee relationship

Learning Unit 5: Plan the education, training and development

of the mentee

Learning Unit 6: Review the planned education, training and

development of the mentee

Learning Unit 7: Perform continuous mentoring-related activities


Content

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Learning Unit 8: Coaching-related concepts

Learning Unit 9: Steps in the coaching process

Learning Unit 10: Initiate the coach-learner relationship

Learning Unit 11: Identify the task that the learner must be able

to perform

Learning Unit 12: Prepare the learner for the coaching

Learning Unit 13: Conduct the coaching sessions


Activity 1

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1. Find a partner and discuss the following questions with

him/ her. Record your joint response to the questions in

the space provided.

1.1 Why do you mentor employees in your organisation?

1.2 Who (i.e. what employees) do you mentor?

1.3 How and when do you mentor employees?


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Learning Unit 1: Mentoring-

related concepts


What is mentoring?

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• caring relationship

• a person with more experience (i.e. the Mentor)

• works with a less experienced person (i.e. the mentee)

• to promote the professional and personal development of

mentee


Who mentors?

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• A Mentor


Who is mentored?

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• a mentee (or protégé)


What are the advantages of mentoring?

11Mentoring and Coaching

Advantages to Mentors Advantages to menteesAdvantages to organisations

Creates opportunity for Mentors to share their experience and thus ‘enriches’ Mentors.

Creates opportunity to be recognised.

It provides an opportunity to do something different (than normal duties).

Provides professional recognition and affirmation.

Reduces isolation.

Provides meaningful learning experiences and an opportunity for personal and professional growth.

Improves integration of new employees.

Increases communication, networking and openness/ transparency in organisations.

Improves employee satisfaction.

Enhances career development.

Creates a learning culture.

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Learning Unit 2: Steps in the

mentoring process


Steps in the mentoring process


Initiate the mentor-mentee relationship(Learning Unit 3)

Define the mentor-mentee relationship(Learning Unit 4)

Plan the education, training and development of the mentee

(Learning Unit 5)

Review the planned education, training and development of the mentee

(Learning Unit 6)

Perform continuous mentoring-related activities

(Learning Unit 7)

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Learning Unit 3: Initiate the

mentor-mentee relationship







(Learning Unit 5)


(Learning Unit 6)


(Learning Unit 7)

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What should the HR/ Training Department do to initiate the mentor-mentee relationship?


Step 1• Identify Mentor and mentee

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Who can be a Mentor?

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• Senior professional employees (e.g. Accountants,

Engineers, Technicians, HR Consultants, etc.).

• Senior trade workers (e.g. Carpenters, Mechanics,

Electricians, etc.).

• Senior employees from other occupations (e.g. clerical

workers, etc.).

• Supervisors and Managers.

• Employees from the HR/ Training Department.


What characteristics should a Mentor have?

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• Leadership – The Mentor should be able to influence the

mentee to achieve certain objectives.

• Self-knowledge – The Mentor should be aware of his/her

likes, dislike and beliefs.

• Commitment to the development of people – The Mentor

should be willing to develop and motivate others.

• The ability to act as sponsor, teacher, ‘insider’,

encourager and supporter, counsellor and advisor to the

mentee.Mentoring and Coaching

Who can be a mentee?

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• New employees (including professionals and trade

workers) who just completed education-type training

interventions i.e. qualifications.

• Less experienced (and usually younger) employees who

are earmarked for accelerated development.

• Employees who are busy with training interventions (e.g.

qualifications, skills programmes, short courses, etc.).


What should the HR/ Training Department do to initiate the mentor-mentee relationship? (cont.)


Step 2

• ‘Pair’ Mentor and mentee

• Orientate Mentor and mentee

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Step 3

2121

Learning Unit 4: Define the

mentor-mentee relationship







(Learning Unit 5)


(Learning Unit 6)


(Learning Unit 7)

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What should the Mentor discuss during the meeting?

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http://

www.youtube.com/watch?v=v3MnGaheXdY&feature=player_embedded


http://www.youtube.com/watch?v=v3MnGaheXdY&feature=player_embedded



What should the Mentor discuss during the meeting?

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• The purpose of the meeting.

• The agreement to the mentor-mentee relationship.

• The purpose and benefits of mentoring.

• The mentee’s background and work experience.

• The Mentor’s background and work experience.

• The mentee’s previous mentor-mentee relationships.


What should the Mentor discuss during the meeting? (cont.)

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• The roles and responsibilities of role-players involved in

the mentoring process.

• The structuring of the mentor-mentee relationship.

• The questions, inputs and/ or concerns of the mentee.


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Learning Unit 5: Plan the

education, training and








(Learning Unit 5)


(Learning Unit 6)


(Learning Unit 7)

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Activity 2

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1. Read the Learner Guide section allocated to you.


Activity 2 (cont.)

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2. Conduct an ‘IDP-planning meeting’ with ‘your mentee’ to plan

the education, training and development of the mentee. (One

person will play the role of ‘the Mentor’ and another person will

play the role of ‘the mentee’ during the ‘IDP-planning meeting’.

‘The Mentor’ has to discuss relevant aspects with ‘the mentee’

and ‘the mentee’ has to provide inputs during the ‘IDP-

planning meeting’.). Also complete ‘your mentee’s’ Individual

Development Plan (IDP) (available on the next pages) during

and after the ‘IDP-planning meeting’.


Activity 2 (cont.)

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3. Observe the ‘IDP-planning meeting’ that takes place

between ‘the Mentor’ and ‘the mentee’. (The purpose of

the ‘IDP-planning meeting’ is to plan the education,

training and development of the mentee.) Make notes on

the effectiveness of the meeting by using the Observation

checklist provided on the next page(s).

4. As a group, discuss the effectiveness of the meeting that

took place.


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Learning Unit 6: Review the

planned education, training

and development of the

mentee







(Learning Unit 5)


(Learning Unit 6)


(Learning Unit 7)

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What should the Mentor discuss during the IDP-review meeting?

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• The purpose of the IDP-review meeting and the Individual

Development Plan (IDP).

• The progress in terms of the planned education, training

and development-type training interventions.

• The questions, inputs and/ or concerns of the mentee.

• The mentee’s review of the IDP-review meeting as well

as the mentee’s agreement to his/ her revised IDP.


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Learning Unit 7: Perform

continuous mentoring-related

activities







(Learning Unit 5)


(Learning Unit 6)


(Learning Unit 7)

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Activity 3

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1. Read the Learning Guide section/ card allocated to your

group. When done, conduct a group discussion in terms

of the questions below. Record your joint response to the

questions in the space provided.

1.1 What is the role of the Mentor as a sponsor/ teacher/

‘insider’/ encourager and supporter and counselor and

advisor?


Activity 3 (cont.)

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1.2 Do you think the role of the Mentor as a sponsor/

teacher/ ‘insider’/ encourager and supporter and

counselor and advisor is important in your

organisation? Why do you say so?

1.3 Do you/ Mentors in your organisation currently fulfill

the role as sponsor/ teacher/ ‘insider’/ encourager and

supporter and counselor and advisor? Why do you say

so?Mentoring and Coaching






(Learning Unit 5)


(Learning Unit 6)


(Learning Unit 7)

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Content

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Learning Unit 1: Mentoring-related concepts

Learning Unit 2: Steps in the mentoring process

Learning Unit 3: Initiate the mentor-mentee relationship

Learning Unit 4: Define the mentor-mentee relationship

Learning Unit 5: Plan the education, training and development

of the mentee

Learning Unit 6: Review the planned education, training and


Learning Unit 7: Perform continuous mentoring-related activities


Content

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Learning Unit 8: Coaching-related concepts

Learning Unit 9: Steps in the coaching process

Learning Unit 10: Initiate the coach-learner relationship

Learning Unit 11: Identify the task that the learner must be able

to perform

Learning Unit 12: Prepare the learner for the coaching

Learning Unit 13: Conduct the coaching sessions


Activity 4

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1. Find a partner and discuss the following questions with

him/ her. Record your joint response to the questions in

the space provided.

1.1 Why do you coach employees in your organisation?

1.2 Who (i.e. what employees) do you coach?

1.3 How and when do you coach employees?


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Learning Unit 8: Coaching-

related concepts


What is coaching?

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• a training method whereby

• a less-skilled person (i.e. the learner) is

• guided (on a one-on-one basis)

• by a skilled person (i.e. the Coach)

• to implement specific skills and knowledge

• to be able to perform a certain task and sub-tasks

according to certain performance standards/ assessment

criteria


Who coaches?

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• A Coach


Who is coached?

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• a learner


What are the advantages of coaching (as a training method)?


• It is cost-effective and costs less to develop and

implement than other training methods.

• It is a flexible training method and can easily be modified.

• It can easily be tailored to meet the needs and personal

learning styles of individual learners.

• It results in standardisation of procedures in the

organisation.

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Learning Unit 9: Steps in the

coaching process


Steps in the coaching process


Initiate the coach-learner relationship

(Learning Unit 10)

Identify the task that the learner must be able

to perform

(Learning Unit 11)

Prepare the learner for the coaching

(Learning Unit 12)

Conduct the coaching sessions

(Learning Unit 13)

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Learning Unit 10: Initiate the

coach-learner relationship





(Learning Unit 10)


to perform

(Learning Unit 11)


(Learning Unit 12)


(Learning Unit 13)

What should the HR/ Training Department do to initiate the coach-learner relationship?


Step 1• Identify Coach and learner

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Who can be a Coach?

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• Senior professional employees (e.g. Accountants,

Engineers, Technicians, HR Consultants, etc.).

• Senior trade workers (e.g. Carpenters, Mechanics,

Electricians, etc.).

• Senior employees from other occupations (e.g. clerical

workers, etc.).

• Supervisors and Managers.

• Employees from the HR/ Training Department.


Who can be a learner?

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• New employees (including professionals and trade

workers) who just completed education-type training

interventions i.e. qualifications.

• Employees who are busy with training interventions (e.g.

qualifications, skills programmes, short courses, etc.)

• Learners who are busy with Learnerships.


What should the HR/ Training Department do to initiate the coach-learner relationship? (cont.)


Step 2

• ‘Pair’ Coach and learner

• Orientate Coach and learner

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Step 3

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Learning Unit 11: Identify the

task that the leaner must be

able to perform





(Learning Unit 10)


to perform

(Learning Unit 11)


(Learning Unit 12)


(Learning Unit 13)

What should the Coach do to identify the task that the learner must be able to perform?


Step 1

• Identify document(s) to be compiled i.e. Task summary

• Consult various sources• Identify

• task that learners must be able to perform after coaching

• related sub-tasks of task• Use verbs and nouns (objects) to describe task and

sub-tasks that learners must be able to perform • Record identified task and sub-tasks on Task summary

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Step 2

What is a task?

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An action that the learner must be able to perform/ what the

learner must able to (physically) do (after the coaching).


Examples of a task

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• Milk (verb) a cow (noun).

• Overhaul (verb) an engine (noun).

• Fit and wear (verb) safety equipment (noun).

• Compile (verb) a budget (noun).


What are sub-tasks?

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Smaller steps or sub- steps of a task.

A smaller action that the learner must be able to perform/

what the learner must able to (physically) do (after the

coaching).


Examples of sub-tasks (for ‘milk a cow’)

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• Fetch (verb) the cow (noun).

• Prepare (verb) the cow (noun) for milking.

• Milk (verb) the cow (noun).

• Clean (verb) the work area and equipment (noun).

• Store (verb) the milk (noun).


What are possible sources that the Coach could consult to identify the task and sub-tasks?

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• An (observation) checklist or logbook (developed by the

HR/ Training Department) that apply to the task.

• The unit standard that the coaching will be based upon

i.e. the unit standard that the learner will achieve after the

coaching (and assessment).

• The job description of the learner.

• Operating manuals that apply to the task.

• Organisational procedures that apply to the task.


What should the Coach do to identify the task that the learner must be able to perform? (cont.)


Step 3

• Consult various sources• Identify

• performance standards/ assessment criteria that apply to task that learner must be able to perform after coaching

• Record identified performance standards/ assessment criteria on Task summary

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What are performance standards/ assessment criteria?

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Specify how a task has to be performed.

Indicates how much, how and to what level of complexity a

learner has to perform a task.


Examples of a performance standards/ assessment criteria

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• Budget is compiled as per organisational template.

• Accurate calculations are reflected.

• Equipment is stored as per organisational procedures for

safety and house-keeping.

• Tools are used as per organisational procedures for

safety.

• Safety requirements are met.


What are possible sources that the Coach could consult to identify the performance standards/ assessment criteria?

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• An (observation) checklist or logbook (developed by the

HR/ Training Department) that apply to the task.

• The unit standard that the coaching will be based upon

i.e. the unit standard that the learner will achieve after the

coaching (and assessment).

• The job description of the learner.

• Operating manuals that apply to the task.

• Organisational procedures that apply to the task.


Activity 5

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1. Identify the task and sub-tasks that the (your) learner

must be able to perform after the coaching. Use the

template provided on the next page(s) to reflect the

identified information.

2. Identify the performance standards/ assessment criteria

that apply to the task. Use the template provided on the

next page(s) to reflect the identified information.


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Learning Unit 12: Prepare the

learner for the coaching





(Learning Unit 10)


to perform

(Learning Unit 11)


(Learning Unit 12)


(Learning Unit 13)

What should the Coach discuss during the pre-coaching meeting?

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• The purpose of the pre-coaching meeting and the

Coaching plan.

• The agreement to the coach-learner relationship.

• The purpose and advantages of coaching.

• The learner’s background and work experience.

• The training needs of the learner.

• The work environment of the learner.

• Coaching session date(s), times and venue(s).


What should the Coach discuss during the pre-coaching meeting? (cont.)

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• The resources that are required during the coaching

sessions.

• The special needs and learning barriers of the learner as

well as actions to address the special needs and learning

barriers of the learner.


What should the Coach discuss during the pre-coaching meeting? (cont.)

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• The rules that will apply during the coaching sessions.

• What to do to prepare for the coaching sessions.

• The questions, inputs and/ or concerns of the learner.

• The learner’s review of the pre-coaching meeting as well

as the learner’s agreement to his/ her Coaching plan.


7373

Learning Unit 13: Conduct

the coaching sessions





(Learning Unit 10)


to perform

(Learning Unit 11)


(Learning Unit 12)


(Learning Unit 13)

What should the Coach do to conduct the coaching sessions?


Step 1

• Identify document(s) to be compiled i.e. Coaching report (including Observation checklist)

• Consider phases of coaching session• Per coaching session, identify

• most appropriate sequencing of phases of coaching session i.e. identify sequence in which phases should be applied during coaching session

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Step 2

What are the phases of a coaching session?

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• An ‘explanation by the Coach’ phase.

• A ‘demonstration by the Coach’ phase.

• A ‘checking the knowledge and understanding of the

learner’ phase.

• A ‘demonstration by the learner (practice)’ phase.

• A ‘feedback to the learner’ phase.


What options are available in terms of the sequencing of phases of a coaching session?


Option 1 Option 2 Option 3 Option 4

Demonstration by the Coach

Explanation by the

Coach

Demonstration by the learner (practice)

Checking the knowledge and

understanding of the learner

Explanation by the

Coach


Feedback to the learner Demonstration by the

learner (practice)





Demonstration by the

Coach

Explanation by the Coach


learner (practice)


Explanation by the

Coach


Feedback to the learner Feedback to the

learner





(Final) Demonstration

by the learner

Final demonstration by the learner


learner (practice)


(Final) Feedback to the

learner

(Final) Feedback to the learner

(Final) Feedback to the

learner Feedback to the learner

What factors should the Coach consider to identify the most appropriate sequencing of phases?

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• The learning style of the learner.

• The safety risk of the task and related sub-tasks.

• Waste factors.

• The availability of time.

• The experience of the learner.


What should the Coach do to conduct the coaching sessions? (cont.)


Step 3 • Demonstrate a friendly and open approach throughout

the coaching session

• Conduct the identified first phase of the coaching session (as per the identified sequence of phases) (e.g. the ‘explanation by the Coach’ phase)

• Conduct the identified next phase of the coaching

session (as per the identified sequence of phases)

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Step 4

Step 5 - 8

Activity 6

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1. Select two people from your group to conduct a role-play.

(One person will play the role of ‘the Coach’ and another

person will play the role of ‘the learner’ during a ‘coaching

session’ during the role-play. ‘The Coach’ has to conduct one

of the phases of a ‘coaching session’ during the role-play.). (If

applicable) ‘The Coach’ has to complete ‘the learner’s’

Coaching report (including Observation checklist) (available on

the next pages) during and after the ‘coaching session’.


Activity 6 (cont.)

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2. Observe the phases of the ‘coaching session’ that takes place

between ‘the Coach’ and ‘the learner’. (The purpose of the

‘coaching session’ is to coach the learner.) Make notes on the

effectiveness of the ‘coaching session’ by using the

Observation checklist provided on the next page(s).

3. As a group, discuss the effectiveness of the ‘coaching session’

that took place.





(Learning Unit 10)


to perform

(Learning Unit 11)


(Learning Unit 12)


(Learning Unit 13)

Thank You

For more information please contact the Fasset Call Centre on 086 101 0001

or visit www.fasset.org.za

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Documents

Mentoring and Coaching