Mentoring & Coaching Strategies

© Institut Aminuddin Baki, Ministry of Education, Malaysia

Leadership Coaching & Mentoring

AZAMI IBRAHIMINSTITUT AMINUDDIN BAKI

GENTING HIGHLANDS





WHAT’S THE ISSUE ?

IN MY SCHOOL..

WHAT’S THE REAL ISSUE ?

HOW TO SOLVE THE ISSUE ?


`THE BIG `WHY’

ISSUES IN MY SCHOOL..

THE small `why’ ?

MAIN CONCERNS ?


DThe

Strategy…

MAIC

efine the issues / concernseasure – how seriousnalyse

SWOT, cause & effect, Gap Analysis, Ishikawa etc

mprove

Discuss, Decide / agree, Draw action plan

ontrolCoordinate, Monitor, CSS Report


GROW Model

GOAL

REALITY

WRAP UP

OPTIONS

Agree the goal for the session

What is happening now ?

What can be done about this ?

Making it happen!!

EC for SBT copyright aminani 2010 IAB KPM

Effective Leadership

Leaders take their staff

from where they

are to where

they’ve never been before


Roles of Leaders

LEADERS

MENTOR

MOTIVATOR

JUDGE

PROFESSIONAL

EXPERT LISTERNER

FRIEND

MANAGER

COACHMONITOR

GUIDE

ADVISOR

PHILOSOPHER

PLANNER

SUPPORTER

LEARNER

COUNSELOR

PROBLEM-SOLVER CONTROLLER

EXPERTLINKER

HUMAN DEVELOPERSUPERMAN & SUPERWOMAN?

TRAINER

MODEL

TEAM-WORKER

TEACHER

STRATEGIST

COMMUNICATOR

DELEGATOR

RISK-TAKER

CULTURE-BUILDER

TEAM-BUILDER


Benjamin Franklin

Benjamin Franklin once said, “There are two ways to acquire wisdom; you can either buy it or

borrow it. By buying it, you pay full price in

terms of time and cost to learn the lessons you need to learn.

By borrowing it, you go to those men and women who have already paid the

price to learn the lessons and get their wisdom from them.”


Andrew Carnegie

"Men are developed the same way that gold is

mined. When gold is mined,

several tons of dirt must be moved to get an ounce of gold; but one doesn't go into the mine looking for dirt - one goes in looking

for the gold."


Coaching is like having a personal trainer for your life.

Remember Tiger Wood?


mentoring

leadercoaching

counseling

Roles of Leaders


mentor

coach

counselor

A coach helps workers grow and improve their job performance

An individual with advanced experience and knowledge who is committed to givingsupport and career/job advice to a lessExperienced person

A person engaging in a supporting process to define and correct personal problems or skills that affect performance

Who


mentor

coach

counselor

An excellent activity for people who are performing OKAY. It helps workers grow and improve their job performance by providing suggestions and encouragement.

Best approach for above average performers, those who are excelling.

An appropriate choice for those who are performing below average.

What


Active listening?Would you mind

if I make a few calls while I

carefully listen to your ideas?


A Structured Interview - a comprehensive assessment for executive coaching

Leadership profile: self-awareness, interpersonal skills, thinking skills A personality profile

A self-assessment profile for the coach


SELF‑ASSESSMENT • Take a few minutes to reflect about yourself, and

complete the SWOT analysis framework below.• As a COACH, use Active Listening to help your

partner to reflect on his/her practice.

Strengths• • •

Weaknesses• • •

Opportunities• • •

Threats• • •

GroupActivi

ty


SELF‑ASSESSMENT1. One of ways I have felt most

challenged in my job is…

2. One aspect of my job I have felt least inclined to perform is...

3. If given the chance, I believe I can exceed my job requirements by…

4. One of the ongoing frustrations of my job is…

5. My professional goal is to… GroupActivity


What can go wrong…• Commitment• Time• Regularity of contact• Lack of skills• School or district

culture• Expectation of others• Movement of staffs• Sickness• Not enough support

staffs• Not getting started


Summary1. Leader establishes an area of

focus.2. Coach observes the leader in

action.3. Coach takes careful,

descriptive notes.4. Coach and leader take 5 to 10

minutes apart to prepare notes on the observation, setting these down according to:a) Strengths – what worked

well; progress made towards goals.

b) Development – what could have been done better; what were missed opportunities.

5. The pair again meet up.


Summary6. Coach describes what he or she

observed, and the leader actively listens, without interruption.

7. Leader self-evaluates, giving his or her reflection on strengths and development.

8. The pair open up the session for reflective dialogue, involving questioning, discussion, and putting forward ideas.

9. Coach and leader review existing goals, set new ones, and plan out the actions needed to achieve them.


References1. Holliday, M. (2005). Coaching, Mentoring

and Managing. 2nd. Ed. Advantage Quest Publications. Petaling Jaya, Malaysia.

2. Landsberg, M. (2003). The Tao of Coaching. Profile Books Ltd. London.

3. Robertson, J. (2005). Coaching Leadership. Building Educational Leadership Capacity through Coaching Partnerships. NZCER Press. Wellington.

4. Robertson, J. (2005, Sept.). Coaching and Mentoring Course Handout: Leaders Coaching Leaders through Professional Partnerships. 4th. Ed.

Documents

Mentoring & Coaching Strategies