Coaching & mentoring 10 h

Coaching & Mentoring

Private property do not duplicate with out authorization

Prepared & Presented By

Dr. Hesham Hemaya

Training time table

Human Resources Management 2

Day 1

Defining Coaching and Mentoring

•What is coaching?

•What is Mentoring?

•Introducing the GROW model

Day 2

Setting Goals

Setting goals in the context of GROW

Identifying Appropriate Goal Area

Setting Smart Goals

Day 3

Understanding the Reality

Getting a Picture of Where you are

Identifying Obstacles

Exploring the Past


Day 4

Developing Options

Identifying Paths

Choosing your Final Approach

Structuring a Plan

Day 5

Setting Goals

Setting goals in the context of GROW

Identifying Appropriate Goal Area

Setting Smart Goals

Day 6

Wrapping it all UP

Creating the Final Plan

Identifying the First Step

Getting Motivated

Day 7

The Importance of Trust

What is Trust?

Trust and Coaching

Building Trust


Day 8

Providing Feedback

The Feedback Sandwich

Providing Constructive Criticism

Encouraging Growth and Development

Day 9

Overcoming Roadblocks

Common Obstacles

Revaluating Goals

Focusing on Progress

Day 10

How Mentoring differs from Coaching

The basic difference

Adapting the GROW model for Mentoring

Focus on the relationship

By the end of this course delegates will be able to understand:

Objectives


•Defining Coaching and Mentoring

•What is management

•Setting Goals

•Understanding the Reality

•Developing Options

•The Importance of Trust

•Providing Feedback

•Overcoming Roadblocks

•How Mentoring differs from Coaching

Introduction

Passing on knowledge that is not linked to a

specific job


Education

Training

Development

Learning

Developing skill in order to perform a specific

job more effectively (Job oriented)

Strategic plan designed to produce growth

over time (Career oriented)

Changes in individuals due to interaction with

the environment


Conclusion

Education is the matter of Community

T & D is the matter of Organizations

Learning is the matter of ALL

Note:•Training can not be separated from development

•Development is a logical sequence of training

• Training of an employee on specific skill leads to development

serving a specific goal


How to identify training needs (TNA) ?

(Survey, Performance Appraisal, Exit interview

, Production rate , ….. )

Gathering

Data

Determine

T. needs

Propose

Solutions

Calculating

Costs

(Analyzing gathered data, Discuss with line

manager , ….. )

(Job rotation, Coaching, Lecture training,….. )

(ROI, CBR, Compare offers , ….. )

Select the best and obtain approval then inform

employee Choose &

Decide


Who Needs Coaching ?

Em

plo

ye

e c

luste

rin

g

Will

Skills

Coaching is not only the solution ?


Coach, Mentor

Is there a difference?

Mentor Coach

Focus Individual Performance

Role Facilitator with no agenda Specific agenda

Relationship Self selecting Comes with the job

Source of influence Perceived value Position

Personal returns Affirmation/learning Teamwork/performance

Arena Life Task related


Focus

MentorsInformal relationship focus on the person, career and support for individual

growth and maturity

They can give advice but the partners is free to pick .

The context does not have specific objectives.

Mentoring is biased in your favor.

CoachJob-focused and performance oriented.

A coach is trying to direct a person to some end result,

The person may choose how to get there, but the coach is strategically

assessing and monitoring the progress and giving advices.

Coaching is impartial, focused on improvement in behavior.

In summary, the mentor has a deep personal interest, (Friend who cares

about you and your long term development).

The coach develops specific skills for the task, challenges and performance

expectations at work.


Role

Mentoringis a power free, two-way mutually beneficial relationship.

Mentors are facilitators and teachers allowing the partners to discover

their own direction.

CoachingHas to set agenda to reinforce or change skills and behaviors.

The coach has an objective/goals for each discussion.

In our study, the top four words chosen to best describe their mentor’s

dominant style were—friend/confidant, direct, logical, questioner.


RelationshipMentoringEven in formal mentoring programs the partners and mentor have choices—to

continue, how long, how often, and our focus.

Self-selection is the rule in informal mentoring relationships with the partners

CoachingIf I’m you mentor, you probably picked me. In an organization your coach hired

you. Coaching comes with the job, in some organizations a defined

competency for managers and leaders.


Source of influenceMentoringA mentor’s influence is proportionate to the aded value they can bring to the

relationship.

It is a power free relationship based on mutual respect form both mentor and

partners.

Mentor" is a reputation that has to be personally earned, you are not a

mentor until the partners says you are.

CoachingThe coach also has an actual level of authority by nature of their position,

Your job description might contain "coach" it’s just a label or expectation.

The interpersonal skills will determine the effectiveness of influence for both

coach and mentor.


Return

MentoringThe mentoring relationship is reciprocal. There is a learning process for the

mentor from the feedback of the partners.

"The ability to look at situations from a different perspective, I am a Generation

X and he is in his 60’s.“

Mentors needs not be an all-knowing expert such a position could be

detrimental. In our study the most significant thing the mentor did was "listened

and understood me" and, "built my confidence and trust in myself, empowered

me to see what I could do."

CoachingThe coach’s returns are in the form of more team harmony, and job

performance.

The relationship is a vehicle to affirm the value of and satisfaction from fulfilling

a role as helper and developer of others.


Arena

MentoringA great deal of informal mentoring is occurring, with at risk youth, in our

schools, as well as in volunteer, not for profit and for profit organizations. If I

am your mentor chances are you have chosen me to be of help with some

aspect of your life

Mentors are sought for broader life and career issues. The partners is

proactive in seeking out mentors and keeping the relationship productive.

CoachingCoaching even in the sporting arena is task related improvement of

knowledge, skills or abilities to better perform a given task.

The coach creates the need for discussion and is responsible for follow up and

holding others accountable.


Conclusion

Coaching and Mentoring are not the same thing. Our results and

experience support the conclusion that mentoring is a power free, two-

way mutually beneficial learning situation where the mentor provides

advice, shares knowledge and experiences, and teaches.

The mentor is both a source of information/knowledge and a Socratic

questioner.

If I am your coach you probably work for me and my concern is your

performance, ability to adapt to change, and enrolling you support in the

vision/direction for our work unit.

If there is still doubt in your mind visualize how the conversation and

relationship would be different if your manager scheduled a coaching

discussion at 2:00 this afternoon to discuss your roles, responsibilities and

expectations, versus if you called your mentor to discuss some things that

you have been thinking about.


Unconscious without skills

Conscious without skills

Conscious with skills

Unconscious with skills

Learning Ladder


Tools of “TNA”

These analysis used to determine the trainings required and the

data needs for construct the coaching plan

•Performance gap analysis

(find the root problem to solve the gap) “it may not require training”

Std.

Actual (Reality)

Should be (JD KPI,s)

Ste

ps

fro

m T

. a

na

lys

is

Gap Analysis Technique

?


Return On Investment - ROI

What Does Return On Investment - ROI Mean?

A performance measure tool used to evaluate the efficiency of an

investment (Training cost) related to returned benefits.

To calculate ROI, the benefit (return) of an investment is divided by

the cost of the investment; the result is expressed as a percentage

or a ratio.

Gain from investment – Cost of investment

Cost of investment ROI =

(Net saving)

(Training cost)


Cost Benefits ratio - CBR

A feasibility analysis “cost/benefit ” completed prior to conducting

training. It is an estimate of the cost of the training weighed against the

possible benefits that could be achieved if training were conducted.

Benefits

Cost CBR =

(Total benefits)

(Training cost)


On-the-Job Training (OJT)Every department must have a training person who have Coaching skills.

Types of OJT

•Coaching

Here an experienced worker or the trainee’s supervisor train the

employee.

•Job rotation

It is usually a management trainee he moves from job to job at planned

intervals.

Note: it must be on regular basis

and for short while inside the dept.


Pros and Cons

Pros:1- Minimize future problems.

2- Cost effective.

3- Hand on experience & Knowledge transfer.

4- No transportation required.

Cons:1- Closed management system.

2- Time consuming (trainer).


Shock

Denial

Anger

Bargaining

Depression

Acceptance

Pro

du

cti

vit

y g

ap

“Normal production rate”

(hid

den c

osts

)

Individuals that resist changes usually goes through a reaction cycle

that affect their productivity negatively.

Employee reaction cycle


Skills Inventory

The skills inventory for org. “employees” is not less important than

the org. products or stocks because al lot of money has been spent

on them to reach that level. (we may call it Human Capital )

Skills

AttitudeKnowledge

CoachingDevelop

Enrich Reshape


Is Coaching inborn or made

???


A perspective on peer coaching

Coaching… is a confidential process through which two or

more professional colleagues work together to reflect on

current practices; expand, refine and build skills; share

ideas; teach one another; conduct classroom research; or

solve problems in the workplace.

(Robbins, 1991)


A perspective on mentoring

Mentoring relates primarily to the identification and

nurturing of potential for the whole person; it can be a long

term relationship, where the goals may change but are

always set by the learner. The learner owns both the goals

and the process.

(Clutterbuck, 2004)


Coaching and Mentoring

Key principles

Awareness and responsibility

Skills

Effective questioning

Active listening

Self-reflection

Empathy

Behaviours

Personal hidden drivers


Peer coaching and transfer of information

Only 5% of new information is shared with an organisation

following training. However with the addition of

demonstration, practice and participation in peer coaching

there is an increase to 90% in the transfer of new learning.

Joyce and Showers


• Behaviour

• Language

• Appearance

• Physical

environment

SEEN

UNSEEN

BELIEFS/VALUES

THOUGHTS

EMOTIONS

BEHAVIOUR

HABITS

CIRCUMSTANCES

Personality


Johari window

Open Hidden

Blind UnknownK

no

wn

to

O

thers

Known to SelfOpen

to others

Hidden

from others by me

Unknown

for me and others

Blind

to me but seen by others


UnknownBlind

Hid

den

OpenK

no

wn

to

Oth

ers;

Feed

back

Known to Self; Disclosure


Coaching behaviours

Understand themselves

Have self-control, empathy

Have good ‘social’ skills

Show interest in people and what they are doing

Generate commitment to moving forward

Encourage people to develop options

Change perceptions, help people see things differently,

lower fear


• Active Listening

• Questioning Skills

• Coaching Conversation Model-GROW

• Giving & Receiving Feedback Model-S.B.I.

BUILDING BLOCKS of COACHING


Active Listening, Questioning Skills &

Coaching Conversations

Coaching is about expanding people’s capacity to

create the desired future.

It is NOT TELLING PEOPLE WHAT TO DO, but

ASKING THEM to examine the thinking behind what

they’re doing so it is consistent with their goals.

Coaching is about giving people the gift of your

presence, asking questions, listening.


Release

aspirations

Produce

extraordinary

resultsBuild Capacity

COACHING is everything you do to

Amid change, complexity, competition Robert Hargrove. Masterful Coaching Field book ©2000


Active Listening

Definition:

Active listening is listening and responding that

focuses the attention on the speaker and improves

mutual understanding.


ACTIVE LISTENING…

is one of the most important skills of an intelligent leader

builds trust

encourages positive problem-solving

takes practice


Confirming Your Understanding

Step 1 Use a confirming statement

Step 2 Summarize key facts

Step 3 Ask if your understanding is correct

Step 4 Clarify misunderstandings (if necessary)

ACTIVE LISTENING…


Non- verbal

1. Eye contact

2. Pause/Silence

3. Facial expressions that indicate you are present & focused

4. Body Language

ACTIVE LISTENING…



We can do this by:

Clearing our mind.

Giving 100% of our attention.

Being non-judgmental.

Paraphrasing-repeat what they have said in your words to demonstrate that you have understood the discussion and you have been actively listening


10 Tips to Active Listening

1. Be committed.

Don’t walk away before there’s a natural conclusion to the conversation.

2. Don’t be a problem solver.

Even if you have the perfect solution that can end the conversation quickly, wait.

And then some more.

3. Pay attention to your non-verbal language.

How are you standing/sitting? Do you have a glazed look on your face?

4. Keep listening!

Avoid the temptation to daydream or to prepare a mental “To Do” list while

listening.

5. Listen with love.

Have a positive attitude during the conversation. This is not an interruption in

your day but an opportunity to reflect God’s love during His day.


6. Clarify what is being said.

Don’t pretend to know what the speaker is talking about if you don’t. Don’t be

afraid to ask speaker to repeat something that you didn’t hear or to clarify when

needed.

7. Repeat what was said.

Show you’re listening by reiterating what you heard the person say and how

she feels

8. Prove you’re listening.

When appropriate, nod, smile, congratulate, comment, etc.

9. Wait your turn.

Don’t compose what you’re going to say while someone else is speaking. Stay

focused on what is being said – you’ll have time to get your thoughts together.

10. Look at the person!

Nothing is as insulting as having a conversation with someone who looks

everywhere and at everyone but at you.


Barriers that get in the way of listening…

Discovering your negative listening habits

Purpose:

to help you gain self-awareness regarding negative

listening patterns that you may have developed over

the years.

By being aware of them, you will be in a position to

do something about them


The Faker

All the outward signs are there: nodding, making eye

contact, and giving the occasional uh huh. However, the

faker isn’t concentrating on the speaker. His mind is

elsewhere.

The Interrupter

The interrupter doesn’t allow the speaker to finish and

doesn’t ask clarifying questions or seek more information

from the speaker. He’s too anxious to speak his words

and shows little concern for the speaker.


The Intellectual or Logical Listener

This person is always trying to interpret what the speaker

is saying and why. He is judging the speaker’s words and

trying to fit them into the logic box. He rarely asks about

the underlying feeling or emotion attached to a message.

The Rebuttal Maker

This listener only listens long enough to form a rebuttal.

His point is to use the speaker’s words against him. At his

worst, he is argumentative and wants to prove you

wrong. At the very least, the person always wants to

make the speaker see the other point of view.


The Advice Giver

Giving advice is sometimes helpful; however, at other

times, this behavior interferes with good listening,

because it does not allow the speaker to fully articulate

his feelings or it doesn’t help the speaker solve his own

problems; it prohibits venting; Well-placed advice is an

important function of leadership.

However, advice given too quickly and at the wrong time

is a turnoff to the speaker.







Types of Questions

1. Open

2. Probing

3. Closed


Open Questions

Solicit more than a “yes” or “no” or other one-word

response

Aim to get someone to talk

Are useful when you want general information

Common lead-ins are what, how, and why


Solicit a “yes” or “no” or other one-word response

Aim to limit talking or to control direction of

conversation

Are useful when you want specific information

Common lead-ins are who, which, would, are, can,

have, do, is, will, and may

Closed Questions


Definition:

Questions that do not introduce a new topic but allow you to probe further to find out more information.

Examples include:“Could you tell me more?”

“Could you give me an example?”

“Why was that?”

“Could you expand?”

Probing Questions


The Funnel – Questioning Model





A Coaching conversation model that helps to

structure the conversation and get maximum

participation from your staff.

This model is called G.R.O.W.

A helpful tool…



The GROW model

GROW steps

G – GOAL: What do you want?

R – REALITY: What is happening now?

O – OPTIONS: What could you do?

W – WILL: What will you do?


The GROW model

WILLWhat will you do next…?How, when, with whom…? What do you need from me?

OPTIONSWhat could you do to move yourself just one step forward…?What are your options…? How far towards your objective will that take you…?

REALITYWhat is happening now that tells you…? Describe the current situation… What made you realizethat you need to do somethingdifferent?

GOALWhat do you want to move forward on…?What can we achieve in the timeavailable…? What would be the most helpful thing for you to take away from this session?

TOPICTell me about… What would you like to think/talk about…?Give me a flavor in a few short sentences...

T

G R O

W


G.R.O.W.

Coaching Conversation Model

Goal (1) set a goal and time limit for the session

(2) state the goal for the issue after defining the Reality

Reality Define current reality & desired reality & agree on any gap(s); explore reasons

Options Explore alternative strategies/ courses of action for eliminating the gaps

Wrap up Agree on WHAT is to be done, WHEN & by WHOM – set a date for review


Coach/Coachee ….% talking

__%: __%


Coaching Practice #1

C

CE

Coach

Coachee

Coachee will talk

about a situation they

have that needs

coaching. (Challenge

or from Coaching Raw

Material Handout)


Coaching Practice #1 Debrief

1. When you were in the role of coach what were some things you felt you did well? felt you did not do so well?

2. What do you think you need to do to improve your coaching ability moving forward?


“You cannot lead, coach or teach anyone without his or her permission-even someone who reports to you. Sure, you can use all the authoritarian, heavy-handed tactics you want to make people accountable for showing up and doing certain tasks. However, it won’t make people feel responsible for the larger mission or be open to your teachable point of view. The idea is to inspire individuals and groups to produce extraordinary and tangible results, not to extract the results out of them. The ability to accomplish your goals depends ultimately on investing in your relationships until you have built a powerful partnership that can move mountains. This means realizing your goals by helping others realize theirs. It means building your success by building the success of others. It means engaging in coaching conversations in which you support one another’s growth and development, regardless of who reports to whom.


SBI feed back model

Putting SBI together, you can practice

giving feedback using this ‘formula’:

”Last [date/day/time] during our [point of

interaction, specific situation] , when you

did/said [behavior], I felt [impact].”


SituationThe key here is to be specific. Describing the context such as the time,

location and any other information will contribute to the clarity of the

message.

NB: To be able to offer specific feedback it is best not to wait too long

after an incident before sharing your impressions.

Also, when leading in to a feedback session, if you do feel uncomfortable

giving feedback, we encourage you to acknowledge this by saying

something like, “as I am sharing this with you, I am aware that I feel ill at

ease”. This simple yet clear statement allows you to acknowledge your

own state. On the other hand, opening a feedback session by saying

something like, “I have some negative feedback to give you.” Or, “You are

not going to enjoy hearing this…”, creates unwarranted anxiety.


BehaviorThis is the most important part of feedback. It is also the easiest to get wrong.

The most challenging aspect for the majority of us is to describe the behavior

in an objective, non-judgmental fashion. The key is to avoid bringing in a

person’s individual characteristics and to focus instead specifically on a

person’s actions. Rather than saying “you seemed clueless when you

interacted with the patient”, say: “you struggled for words when you explained

the patient’s chart to your colleague”.

Pulling in your vulnerability (outside of the giving feedback role) such as “I had

the same issues in the past”, or softening your feedback with: “you were rude

with your colleague, but I also realize you had a high work load at the time”,

will only dilute the message and reduce feedback effectiveness.

Behavior does not only encompass the “what”, but also the “how” – the way in

which the message is delivered. Variables such as body language, tone of

voice, speaking manner and choice of words all contribute to the situation and

should be considered part of the feedback message where appropriate.


ImpactThe third part of giving effective feedback is to share what impact the other

person has had on you. It’s not useful to speculate about a third party’s

reaction to behavior so focus on yourself and, more importantly, share a

point of view and encourage the other person to view the concerned

behavior from another perspective. This creates trust in the dialog, which

in turn leads to better overall communication and ultimately builds stronger

relationships.

Acknowledge how the behavior affected you personally as it is hard to

argue with how you react to a certain behavior, since these are your

emotions. An example could be “Last week at our staff meeting when you

said that you consider our new patient initiative useless, it made me feel

‘run over’”. Offering an interpretation about the other person’s behavior

such as “Last week at our meeting you showed disrespect for our new

patient initiative” risks a fruitless discussion as the recipient can argue with

your way of judging their behavior.


Feedback in communication





























Eight Don’ts of Coaching

Don’t use taxi talk.

Taxi talk is aimless assessments, observations,

judgments and opinions.

Stick with action talk; e.g. who does what, by when.

Don’t try for giant steps.

You’ll get there faster with a series of baby steps.

Each successful step will produce motivating energy


Don’t be ambiguous

Avoid vague, non-specific wording and phrases that

are easily misunderstood.

Don’t allow transference.

Recognize the individuality of the person being coached.

They are not you.

Consider what actions they can take. Don’t project your

abilities on them.

Don’t stick to original goals

Where better goals emerge.


Don’t be a devil’s advocate.

Look for and emphasize the positive.

Recognize failure as learning and create new action ideas

Don’t do the work for the person being coached.

The coach imparts wisdom.

Together the coach and person being coached think, shape,

invent, decide . . .

The person being coached takes the action steps.

Don’t focus only on performance,

Focus on the person as well.


Specific

Coaching can focus on what is needed most.

Opportunistic

Coaching can produce beneficial effects right now.

Time sensitive

Coaching can be delivered just in time. When it is needed, not

too soon or too late.

Motivating

Coaches motivate via stimulation, inspiration and persistence.

Features of Coaching Relationships


Supportive Coaches help the person they are coaching use existing skills

better.

Objective Coaching ought to be an objective outside point of view.

The coach’s experience helps them to see the opportunity with more clarity.

A leveraging strategy Coaching focuses on specifics i.e. just enough learning to help

the right people people make precise changes.


Apolitical Coaching can occur outside the normal office atmosphere.

Oriented to performance Coaching focuses on finding or prescribing just the right actions

the person being coached can take to change conditions.

Supportive of corporate competencies Coaching is a tactic to cultivate specified competencies.


Evolutionary elder The coach has more experience and know how than the person

being coached.

Coach can be a sounding board for ideas.

Partner Coach benefits when the person being coached achieves.

Champion Coach leads the supporting cheers.

The Habits, Qualities, Attributes and Traits

of a Good Coach


Guide Coach shows the person being coached the right steps to take,

which pitfalls to avoid.

Reality checker Coach helps person being coached evaluate progress towards

goals.

Visionary Coach (and person being coached) envision what success

would look like.


Director Coach directs person being coached

as to what actions to take. Uses phrases like “try this . . .”.

Radar Coach often can see & understand

what the person being coached cannot.

Beacon Coach can sometimes sound an early

warning.

Do you have any questions ?



The End