coaching and mentoring level 5 slides nov 2009
TRANSCRIPT
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ILM LEVEL 5 Certificate in
Coaching & MentoringIn Management
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Aims, objectives and assignment details
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Aims and Objectives
• The ILM Level 5 Certificate in Coaching and Mentoring in Management aims to equip practising managers with the knowledge, skills and confidence to perform effectively as coaches or mentors as part of their normal work role.
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3 Units
• Understanding how management coaching and mentoring can benefit individuals and organisations
• Reviewing own ability as a management coach or mentor
• Undertaking management coaching or mentoring in the workplace
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Assignment• Structure your work by using the headings shown in bold when
writing up your assessments• The total marks available for each section and the minimum
required to pass is shown in brackets on each mandatory assessment
• The overall pass mark is 50 marks, but you also have to achieve the minimum marks in each section on the mandatory assessment
• Study the assessment criteria shown for each unit carefully and check to see that your work “measures up” before you submit
• Whilst you will not be penalised for weak spelling and grammar, you should remember that this may affect the meaning of your document. It is therefore expected that appropriate attention be given to such matters
• All material will be kept confidential and secure as far as is reasonably possible
• Ensure that you do your own work and do not plagiarise work from others.
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Work Based Assignment
• Prepare a proposal for a management coaching or mentoring programme and explain how you will ensure best practice in your coaching or mentoring practice– Context – Ensuring best practice – Strategies to overcome
barriers – Prepare a business case
for using coaching or mentoring in workplace and evaluate
• Assess your potential as a management coach or mentor, undertake 12 hours coaching or mentoring, and reflect on your performance– Assess own potential
strengths and weaknesses – Planning and undertaking
coaching sessions – Reflections on your
performance
Coaching Diary
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What is Coaching?
• Performance Sports Coaching
• Life Coaching
• Training v Coaching v Mentoring v Counselling
• Pull v push
• Qualities of a coach
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Training v Coaching
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The Role of Mentoring
• The main role of the mentor is to help the mentee through reviewing learning that takes place at work.
• The mentor is expected to:– Provide support – Foster a self-managed approach to learning
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Mentoring Activities
• Sharing experience• Agreeing objectives• Exploring career options• Providing a positive role model• Listening to their ideas• Agreeing training requirements• Giving praise and encouragement• Helping them think things through for themselves• Identifying development opportunities• Asking questions• Discussing personal issues• Giving advice
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What is Mentoring?
• Stage 1 - Getting to know each other
• Stage 2 - Develop a learning plan
• Stage 3 - Supporting your mentee
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Co-Active Coach
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The Coaching Star
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Anthony Robbins
• “A coach is a person who is your friend, someone who really cares about you. A coach is committed to helping you be the best you can be. A coach will challenge you, not let you off the hook. Coaches have knowledge and experience because they've been there before. They aren't any better than the people they are coaching.
• In fact, the people they coach may have natural abilities superior to their own. But because a coach has concentrated their power in a particular area for years, they can teach you one or two distinctions that can immediately transform your performance in a matter of moments.
• Sometimes coaches can teach you new information, new strategies and skills; they show you how to get measurable results.
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“Coaching is supporting individuals to generate the plan and action necessary to achieve their clear goals and empowers
them to succeed.
The coach facilitates, provides context, structure and gently pushes – the coachee
has all the answers”
What is Coaching?What is Coaching?
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Performance Improvement Models
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Hersey and Blanchard
Level of SkillHIGH
Level of SkillHIGH
Co
mm
itmen
t to Jo
b
HIGH
LOW
Co
mm
itmen
t to Jo
b
HIGH
LOW
Sell
Participate
Tell
Delegate
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CompetenceHIGH
Self R
eliance
HIGH
LOW
Direct Coach andsupport
Partner
The Coachee does not yet understand the task and what is expected of him. He will be unsure of himself and his ability to perform
The Coachee is growing in confidence and is looking for a deeper understanding and recognition for successful performance
The Coachee can perform the task successfully on his own. He is self reliant and wants to be trusted and supported when necessary
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Learning by Reflection
• Without reflection learning fails to develop from trial and error (Bateson 1973)
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Reflection in experiential learning - Kolb
1.1.ExperiencingExperiencing
3.3.ConceptualizationConceptualization
2.2.ReflectionReflection
4.4.PlanningPlanning
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Learning loops
Single-loop learning• Single feedback loop connects
outcomes to strategies• Assumptions modified to keep
performance within range set by norms• Processes tend to be self-seeking• Emphasis on techniques and improving
efficiency
GoverningGoverningvariablevariable Action strategyAction strategy ConsequencesConsequences
Single-loop learningSingle-loop learning
(Argyris and Schőn 1974)
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Learning loops – Argyris 1973
Single-loop learning• Single feedback loop connects
outcomes to strategies
• Emphasis on techniques and improving efficiency
Double-loop learning• Involves questioning
assumptions behind goals and strategies
• More creative and flexible
GoverningGoverningvariablevariable ActionAction
ResultsResultsconsequences consequences
mistakesmistakes
Single-loop learningSingle-loop learning
Double-loop learningDouble-loop learning
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McGregor’s Theory X & Y
THEORY XPeople lazy
Need coercing
THEORY YEnjoy responsibility
Hard working
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Herzberg
Hygiene
Motivators
AC
HIE
VE
ME
NT
Rewards and incomeWorking conditions
Inter personal relationsStyle of supervision
Company policy
RecognitionAchievement
The work itselfGrowth
ResponsibilityCareer advancement
IRR
ITA
TO
RS
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Gardner’s Multiple Intelligences
• Dr. Howard Gardner - 1983• IQ testing is too limited• Introduced eight different types of intelligences
– Logical/Mathematical– Linguistic– Musical– Spatial– Bodily-Kinesthetic– Naturalist– Interpersonal– Intrapersonal.
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The Eight Intelligences
• Logical-Mathematical (number/reasoning Careers: Scientist, Mathematician
• Linguistic (words, language)Careers: Poet, Journalist
• MusicalCareers : Composer, Violinist
• Spatial (Pictures, images, space)Careers : Navigator, Sculptor, Gamer
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The Eight Intelligences
• Bodily-Kinesthetic (Body, movement)Careers : Dancer, Athlete
• Naturalist (Plants, animals, growing)Careers : Botanist, Farmer, Hunter
• Interpersonal (People, moods, emotions)Careers: Therapist, Salesman
• Intrapersonal (Self-smart, own feelings, self aware): Careers: Therapist, Leader
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Learning and Development
• What typical strategies does your organisation use for learning and development?
• How can Gardner’s multiple intelligences help learning and development within your organisation?
• How can it improve traditional development?• What alternative L&D strategies can you
consider?
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Johari’s Window
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GROW
• Think of an objective or goal that you have
• Grab a partner and ask them to GROW this goal with you
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COACH
• Competency
• Outcomes
• Action
• CHeck
What have you done so
far?
What does success
look like to you?
How could we go
about that?
How are you getting
on?
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PESOS
• Prepare
• Explain
• Show
• Observe
• Support
• Motivate• Explain• Demonstrate• Imitate• Coach
MEDIC
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MEDIC
• Think of a skill or something you know well
• Pick a partner and teach them this using MEDIC or PESOS
• Spend a little time preparing yourself first
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Force Field Analysis• Analysis tool used to identify forces that
help or hinder a change or solution
• Helps coachees focus on change from the “current state” to the “desired state”
• Highlights both weaknesses and strengths, pros and cons, barriers and opportunities
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Developing Force Field Analysis1) State topic of Force Field Analysis at top
paper
2) Draw a vertical line in centre
3) Write “Helping Forces” on the left and “Hindering Forces” on the right
3) Brainstorm forces for the selected topic and record (helping or hindering)
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RestrainingForces
DrivingForces
Now
Goal
Force Field Analysis
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Models to aid understanding of
your coachee
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• Towards and away from
• Matching and mismatching
• Big chunk/small chunk
• Internal and external
NLP Meta Models
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NLP Thinking Styles
• Visual
• Auditory
• Kino
• Digital
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Visual
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Visual
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Visual
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Auditory
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Auditory
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Auditory
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Kino
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Kino
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Digital
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Digital
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Auditory
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Strength Deployment Inventory (SDI)
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Blue
• MVS based on:– Protection of others– Growth of others– Welfare of others– Genuine help
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Red
• MVS based on:– Task accomplishment– Organising others– Towards goals– Being resourceful
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Green
• MVS based on:– Self sufficiency– Being logical and accurate– Fairness and order– Autonomy– Principled
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Hub
• MVS based on:– Welfare of group– Doing what group wants– Membership– Being flexible
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Applying the SDI
• Group Discussion
• How can we use the SDI model to help us in our coaching and mentoring
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Legal Aspects of Coaching
• Group Discussion
• What are the various legal aspects of coaching and mentoring and ethical issues
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Influencing Styles
• Pull Influencing– The quality of the questions used – Put yourself in the coachee’s shoes– Build on your coachee’s proposals– Forge relationships and coalitions
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Influencing Styles
• Push Influencing– The quality of your ideas and reasoning– Your credibility and authority– Getting right people to support you
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Influencing Powers
• Personal
• Positional
• Expert
• Coercive
• Reward
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Presenting a Business Case
• Costs of coaching and mentoring
• Costs of different training activities
• How to linking corporate goals to coaching goals
• Overcoming organisational barriers to coaching and mentoring
• Measuring the effect on the coachee and the ROI – return on investment
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SMART Goals
• Specific
• Measurable
• Achievable
• Relevant
• Time bound
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Dealing with performanceproblems and how they
affect our coaching style
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The “Amygdala Hijack”
Pre-frontal lobes
Amygdala
Brain stem
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Amygdala Hijack
• A trigger: a catalyst
• An instant impulsive, irrational or uncontrolled reaction
• A strong emotion (anger, desire, frustration)
• A subsequent feeling of regret
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Stages of an Amygdala Hijack
High
Low
Time
Em
otio
nal I
nten
sity
Trigger
Over-reaction
Strong Feelings (anger, fear, excited, etc)
Physical Arousal (rapid breathing, etc.)
Automatic Reaction (want to yell, say
something nasty)
All learned early in life, so not always appropriate in adult situations.
Regret or Remorse
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Amygdala Hijack Exercise
• Please discuss in trios recent personal experiences you have that relate to this
• Take turns to talk and listen, and try to identify the common themes or triggers
• Please be prepared to share your discussions, thoughts and learning with the whole team
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Conflict Sequence
METHOD OF DEFENDING A MOTIVATIONAL VALUE SYSTEM TO RETURN TO THE VALUED RELATING STYLE
BLUE RED GREEN
Stage 1
Conflict Style
Accommodate
Others
Rise to the Challenge
Be Prudently
Cautious
Stage 2
Conflict Style
Surrender
Conditionally
Fight to Win
Pull Back and
Analyse
Stage 3
Conflict Style
Surrender
Unconditionally
Fight for Survival
Withdraw
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Resolving Conflict
• Recognise your own conflict ‘triggers’
• Calm down, tune into your feelings and express them
• Show willingness to discuss the issue rather than escalate it
• State your point of view clearly and directly
• Try to find ways to resolve the dispute which both sides can accept
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Categories of feedback• Positive
• Constructive– Actions– Impact – Desired outcome
• Destructive
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Just Stick to the Facts
• A fact is…
• A judgement is…
• Irrelevant information is…
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Giving Feedback
A Actions The things that the coachee is doing well, or poorly.
I Impact The effect these actions are having
D Desired outcome
The way in which the coachee could do things more effectively
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Good feedback• Positive• Facilitative• Specific• Descriptive• Actionable• Prioritised• Constructive• Well-timed
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Burger Feedback
What I noticed that was goodand the impactWhat you could do differently
Overall favourable impression
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Accentuate the Positive
We have done a lot of
work so far and we still have a lot to do.
We have done a lot of
work so far but we still have a lot to do.
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Giving Feedback
• Person A is to carry out a skill such as juggling balls, skipping, bat and ball, card trick.
• Person B and Person C are to give burger feedback afterwards
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Constructive Feedback
• Please consider one person in your organisation or you have come across who has/had a performance problem.
• Now consider how you might handle them differently/same and prepare to present this to the group.
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Reviewing our own ability to communicate effectively
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Face To Face Communication
Verbal7%
Vocal38%
Visual55%
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Questioning Skills
• Open questions– What, why, when, how, where and who
• Closed questions• Probe questions• Assertions
– Verbal– Non verbal
• Pause• Summarise
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Can you tell me?
That’s interesting…?
I was wondering...?
I am curiousto know…?
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COMMAND
QUESTION
STATEMENT
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Asks un-softened questions
Answers normally
Considerate Questioning
Asks softened questions
Answers normally
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Intimate Zoneless than½ metre
Personal Zone½ metre - 1¼ metre
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Listening Exercise
A B C B C
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Listening Exercise
Person A is to pick a topic and talk to the others about
the topic for a few minutes
A
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Listening Exercise
The people B’s are to deliberately
match person A’s posture and give eye contact. You are not to listen.
B
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Listening exercise
C The people C’s are to deliberately mis-match person A’s posture, i.e. to change your posture
to the opposite. You are not to give eye
contact but must listen.
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In their shoes
• Person A• Talks for a few minutes on a subject they know a bit• Person B• Sits with their back to person A or covers their eyes and
listens out for tonality and expression. Focus on warmth of the voice, energy levels, enthusiasm, pace, excitedness, sorrow etc and comment at the end on what you really heard.
• Person C• Sits facing person A and must cover their ears so they
can’t hear. Your job is to look for body language and other visual signals to help you hear what is being said
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The Great Controversy
• Person A• You need to think of a topic or issue that is very close to
your hearts and one which you believe in wholeheartedly and without doubt. You need to tell person B about your topic within 1 minute. And then you need to listen intently to what they have to say without interrupting.
• Person B• Listen very carefully to Person A and talk back to them
for 3-5 minutes arguing against their point of view.• Person C• Rate Person A on his/her listening skills
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Listening
• Level 1 – Internal
• Level 2 – Focussed
• Level 3 – Global
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What Can You Match?• Mood• Posture• Eye contact• Voice
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Social gaze
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Open
Closed
Arms foldedLegs crossed
Bodies turned away
BackForward
Leaning forwardPointing towards you
Open handsFully facing you
Both feet on ground
Leaning backLooking up at ceiling
Fiddling
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Open
Closed
BackForward
RESPONSIVE REFLECTIVE
FUGITIVECOMBATIVE
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• What networks do you have?
• What’s the value to you of networking?
• How do you network?
• How much time do you have to network?
Networking
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• Take deep breath• Give• Don’t sell• Listen and beware of others• Ask right questions• Ask what you want• Stay in touch• Patience• Social Networking?
Networking Tips
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Undertaking Management Coaching or Mentoring in
the Workplace
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Plan, Do, Review• Plan
– Learning styles, colour and characteristic– Requirements of job– Self assessment of ability/skills– Motivation– Learning objectives– Coaching Plans
• Do– How often, duration, where– Records
• Review
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Training CycleIdentifytrainingneeds
Designtraining
Conduct training
Hastrainingworked?
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Company Objectives
Team &individualobjectives
Departmentalobjectives
INDIVIDUALS
DEPARTMENTS
DIVISIONSStrategic
objectives
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Characteristics Essential Desirable
Physical attributes
Mental attributes
Education and qualifications
Experience, training and skill
Personality
Special circumstances
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Characteristics Essential Desirable
Physical attributes Good health record Excellent health record
Few absences from workTidy appearance Smart appearance
Creates good impression on others
No significant disabilities which would affect performance of the job
Capable of working for long hours under pressure
Mental attributesTop 30% for general intelligence, verbal ability and numerical ability
Top 10% for general intelligence, verbal ability and numerical ability
Education and qualifications
Good general school results with a particular aptitude for English
Excellent school results with ‘A’ levels, Baccalauréat or equivalent
Certificate or Diploma in Management
Membership of Professional body Membership of Institute of Purchasing and Supply
Experience, training and skill
Five years’ experience in purchasing Ten years’ experience in purchasing
Two years’ experience of supervising a small office or section
Successful record of supervising qualified staff
Good social skills
Successful completion of reputable management training course
Ability to write good reports and to understand basic financial information
Ability to plan, organise, co-ordinate and control work under pressure
PersonalityCareer record shows ability to adjust to normal social circumstances
Mature and socially well adjusted
Able to communicate at all levels
Special circumstances
Able to work overtime and at weekendsWilling to work long hours when required, and to transfer to other locations in
Able to travel to suppliers Fully mobile with valid driving licence
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Skill or Quality
Scale 0 –10 Importance
To Me
To Company
12345678910
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Skill or Quality
Low High0 2 4 6 8 10
12345678910
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Activist(Experiencers)
Thrive on new experiencesOpen minded
InvolvedThrive on challenges
Theorist(Conceptualisers)
Create theoriesAnalystsRational
Require certainty
Pragmatist(Experimenters)Keen for new ideas
ImpatientPractical
Keen to see business benefit
Reflector(Evaluators)
Stand back and ponderCautious
Low profileListeners
HONEY &MUMFORD’SLEARNING
STYLES
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10 15 201020 15 5 5
20
10
15
5
10
15
20
ACTIVIST
THEORIST
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10 15 201020 15 5 5
20
10
15
5
10
15
20
ACTIVIST
THEORIST
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Sense
Do
Think
Watch
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Sense
Do
Think
Watch
Absorb infoSeek meaning
Personally involvedExperience things
Look other perspectives
Know factsWhat do experts think?
Research internetAnalyse
Structured
Practical usesTest theories
Edit infoHands on experience
Solve problems
Hidden connectionsSelf discovery
ExperimentTransfer to the real world
Variety
Practical usesTest theories
Edit infoHands on experience
Solve problems
Hidden connectionsSelf discovery
ExperimentTransfer to the real world
Variety
Know factsWhat do experts think?
Research internetAnalyse
Structured
Practical usesTest theories
Edit infoHands on experience
Solve problems
Hidden connectionsSelf discovery
ExperimentTransfer to the real world
Variety
People/social basedAbsorb info
Seek meaningPersonally involvedExperience things
Look other perspectives
Know factsWhat do experts think?
Research internetAnalyse
StructuredReflect alone
Practical usesTest theories
Edit infoHands on experience
Solve problemsNothing fuzzy
Hidden connectionsSelf discovery
ExperimentTransfer to the real world
VarietyAdapt and change
1
23
4 14
2
14
3 2
14
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HookSell
Engage
ShareContent
PractiseDo
ExperimentPerformApply
Why
What
How
If
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• Sell• Motivate• Excite• Connect to
job• Big picture
• Teach• Show and
demo• Logical order• All sense
instruct• Test
• Allow practise
• Solve problems
• Coach• Test theories• Perform and
share
• Allow experiment
• Transfer to job• Discuss other
ways• Evaluate
success• Extend
learning
3 2
14
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Belbin’s Team Roles
• Co-ordinator• Resource investigator• Shaper• Plant• Monitor/evaluator• Specialist• Team worker• Completer/finisher
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• Plant Lawrence Llewellyn-Bowen• Resource Investigator Del Boy Trotter• Coordinator John Harvey-Jones• Shaper Alex Ferguson• Monitor Evaluator Robin Day • Teamworker Alan Titchmarsh• Implementer John Major• Completer Bill Gates• Specialist Alan Hansen
Example Belbin’s Team Roles
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Tuckman
Forming
Storming
Norming
Performing
Adjourning
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Myers Briggs (MBTI)
• The Myers Briggs Type Indicator (MBTI) comes from Jungian psychology and was developed by a mother and daughter team in the 1940’s
• “Whatever the circumstances of your life, the understanding of type can make your perceptions clearer, your judgments sounder and your life closer to your heart’s desire”
Isabel Briggs Myers
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Let’s classify you
• Extroversion - Introversion
• Sensing - Intuition
• Thinking – Feeling
• Judging – Perceiving
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Four Temperament Scales
2. Information-Gathering
3. Decision-Making
4. Life Style
Extrovert: With People
Sensing: Facts and Data
Thinking: Logical, Rational
Judging: Systematic, Organized
Feeling: Impact on Others
INtuitive: Big Picture
Introvert: Independent
SPontaneous: Changes Direction
1. Energy Source
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Sixteen MBTI Types
ISTJ-7
ESTJ-7
ISFP-1
ESTP-3
ISTP-3
INTJ-3 INFJ-2ISFJ-4
INTP-6 INFP-3
ENFP-9ESFP-4
ESFJ-5 ENFJ-6 ENTJ-11
ENTP-12
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ILM LEVEL 5 Certificate in
Coaching & MentoringIn Management