Coaching and Mentoring February 2009

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

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. Coaching

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

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

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) Comfort zone

Concrete Experience Reflective Observation Abstract Conceptualisation Active Experimentation Kolb’s Adult Learning Cycle Feeling Thinking WatchingDoing

How we see ourselves

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

An Overview of Coaching

Coaching ‘Fishbowl’ coaching – 10 mins What happened?

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

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)

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

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

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

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

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. Individual Goal

Coaching for Effective Communication Valuing Diversity Conflict Management

Leadership Coaching  Leadership Styles  Situational Leadership

Leadership Styles AUTOCRATIC COERCIVE PACE SETTING AUTHORITATIVE COACHING DEMOCRATIC PARTICIPATIVE AFFILIATIVE TASKRELATIONSHIP

Able Unable Competence Willing Unwilling Commitment TASK BEHAVIOUR (Guidance) High Low RELATIONSHIP BEHAVIOUR (Support) Low High SUPPORTSELL DELEGATETELL Situational Leadership LEADER FOLLOWER Adapted from Blanchard and Hersey PERFORMANCE READINESS LEVEL

Situational Leadership 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 Stimulus Response 2 Response 1 Being able to choose and decide to respond in a particular way in a particular situation

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

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

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.

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

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

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 The Spectrum Of Skills COACHING MENTORING

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!

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

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?

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

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

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

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

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?

BENEFITS OF COACHING (CIPD) Delivers tangible benefits to individuals and organisations (99%) Effective way of learning in organisations (96%) 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

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

Critical Success Factors Do’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

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

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

Integral leadership has as an aim to:- S killfully and successfully navigate to-day’s leadership landscape.

Latest Trends in Coaching and Mentoring  Coaching = 2 nd 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

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

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.

Thank You