Download - Coaching and mentoring March 2013
Coaching and mentoring
by Toronto Training and HR
March 2013
Contents3-4 Introduction to Toronto Training and HR5-6 Qualities of great coaches7-9 Are you suited to being a coach? 10-11 Framework for an effective coaching session12-13 A coaching style of leadership14-16 Common coaching mistakes17-18 GAPS analysis19-20 Coaching for HR professionals21-24 Building a long-term coaching relationship25-27 Performance-based coaching28-29 Drill30-33 The role of mentors34-36 A mentor partnership agreement37-39 Reverse mentoring40-41 Marketing your mentoring program42-43 Transformational leadership and mentoring 44-46 Ensuring a corporate mentoring program is effective47-49 The value of mentoring50-51 Conclusion and questions
Page 3
Introduction
Page 4
Introduction to Toronto Training and HR
Toronto Training and HR is a specialist training and human resources consultancy headed by Timothy Holden 10 years in banking10 years in training and human resourcesFreelance practitioner since 2006The core services provided by Toronto Training and HR are:
Training event designTraining event deliveryReducing costs, saving time and improving levels of employee engagementServices for job seekers
Page 5
Qualities of great coaches
Page 6
Qualities of great coaches• Have a spirit of generosity • See the best in others• Have high self-esteem • Are emotionally mature• Are interpersonally
courageous• Have uncommon
compassion• Are lifelong learners• Are strong enough to bend• Have an accepting nature• Have a perpetual
optimistic bias
Page 7
Are you suited to being a coach?
Are you suited to being a coach? 1 of 2• People already come to
you for guidance• You have empathy and
connect easily with others
• You naturally ask people many questions to discover their perspective
• You emphasize relationships and results in appropriate balance
• You love learning about what makes high-performing people tick
Are you suited to being a coach? 2 of 2• People tell you that you
are positive and see new possibilities
• You are good at thinking on your feet and improvising
• You have no problem being on equal footing with successful, ambitious people
• You get frustrated by one-time training programs
• You genuinely care about helping people improve
Page 10
Framework for an effective coaching
session
Page 11
Framework for an effective coaching session
• Checking-in• Looking back• Continuous learning• Making progress• Building energy• Current issues• Being helpful• Diving in• Advancing action• Planning to reconnect
Page 12
A coaching style of leadership
A coaching style of leadership• Link your intentions to
your strategic priorities• Communicate and stand
by a vision for coaching• Invest, measure and
evaluate• Focus on coaching as a
leadership style• Experiment and adapt• Keep an open mind
Page 13
Page 14
Common coaching mistakes
Page 15
Common coaching mistakes 1 of 2• Trying to be a great coach• Working too hard• Not saying what needs to
be said• Neglecting to ask the
person being coached how you can be most helpful
• Assuming the person being coached is a challenge to overcome or a problem to be fixed
Page 16
Common coaching mistakes 2 of 2• Talking too much• Owning the outcome• Giving well-meaning
advice• Steering the conversation
towards the oath you know is best
• Finishing without a commitment
Page 17
GAPS analysis
GAPS analysis• What coaching is• What coaching isn’t• Assessing effectiveness• GAPS• Feedback• Questions• Silence• The GROW model
Page 18
Page 19
Coaching for HR professionals
Coaching for HR professionals• Skill benefits• Barriers• Listening• Asking questions that
lead to opportunity• Focus on the outcome
and not the stories of the employee
Page 20
Page 21
Building a long-term coaching relationship
Page 22
Building a long-term coaching relationship 1 of 3
• Have great expectations for the person being coached
• Accept nothing less than their very best efforts during the coaching process
• Help them broaden their world-view by constantly challenging their thinking and sharing alternate perspectives
Building a long-term coaching relationship 2 of 3
• Coach to their values, beliefs and aspirations encouraging them to set their own personal standards of performance
• Help them discover or rediscover the parts of themselves that are most unique and most treasured
• Always treat them with dignity and respect especially when they are not at their bestPage 23
Building a long-term coaching relationship 3 of 3
• Recognize and celebrate every breakthrough and victory no matter how small
• Always work at their most fertile growing edge
• Be generous with your kindness and empathy when they struggle with the emotions, self-doubt and uncertainty of learning and development
• Tell them things other will not
Page 24
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Performance-based coaching
Page 26
Performance-based coaching 1 of 2
SMALL, FREQUENT PRACTICE• Learners write down the tasks
they plan to do to apply what they have learned and the time frame for execution-the act of writing it down creates a sense of empowerment and suppresses resistance to change
• A coach facilitates periodic conference calls or meetings every few weeks so learners can share the tasks they have created for themselves
Page 27
Performance-based coaching 2 of 2
SMALL, FREQUENT PRACTICE• Learners write down what they learn as a consequence of executing their tasks• In review sessions takeaways are discussed, ideas are shared and new tasks are developed that leverage the takeaways• This collaboration fuels interest and passion to raise each person’s level of performance so the group travels the road to greatness together
Page 28
Drill
Page 29
Drill
Page 30
The role of mentors
Page 31
The role of mentors 1 of 3 • Teacher• Guide• Counsellor• Friend• Advisor• Role model
Page 32
The role of mentors 2 of 3 • May not be all of the
roles at the same time• May not be all of the
roles for a particular relationship
• Role is usually determined by the relationship and the needs of the protégé/mentee
• To develop a trusted relationship
• To understand that the relationship is two way
Page 33
The role of mentors 3 of 3 • Both will learn from the
experience• Maintain confidentiality• Socratic style of
teaching• Develop their critical
thinking skills
Page 34
A mentor partnership agreement
A mentor partnership agreement
1 of 2AGREEMENT ELEMENTS• Well-defined goals• Work plan for learning
activities and tools used• Success criteria and
measurement• Positive relationship and
harmony ground rules• Boundaries and barriers• Resolving stumbling
blocks• Accountability and
review of mentoring partnership progress
A mentor partnership agreement
2 of 2ACCOUNTABILITY REVIEW• Hold regularly
scheduled sessions• Come prepared to
sessions with any assignments completed
• Clear up miscommunications and confusions
• Do check-ins to ensure learning objectives are still on track
• Regular feedback which is two-way
Page 37
Reverse mentoring
Reverse mentoring 1 of 2• Unequal status of
partners• Knowledge sharing with
the mentee focused on learning
• Emphasis on professional and leadership skill development of mentors
• Commitment to the shared goal of support and mutual learning
Page 38
Reverse mentoring 2 of 2• Comparisons to
traditional mentoring• Relationship
characteristics• Outcomes• Key antecedents
Page 39
Page 40
Marketing your mentoring program
Page 41
Marketing your mentoring program
• Announce the program from the top down
• Hold a couple of short information sessions
• Use testimonials and success stories to communicate benefits
• Make the application process straightforward
Page 42
Transformational leadership and
mentoring
Page 43
Transformational leadership and mentoring
• Individualized consideration
• Idealized influence• Inspirational motivation• Intellectual stimulation
Page 44
Ensuring a corporate mentoring program is
effective
Page 45
Ensuring a corporate mentoring program is effective
1 of 2• Pilot mentoring programs, collect feedback and adjust the program accordingly
• Have specific objectives-think about these in the initiation phase
• Get buy-in from senior management
• Face to face mentoring requires more resources and effort from employees too
Page 46
Ensuring a corporate mentoring
program is effective 2 of 2• Online mentoring can help when employees are spread across the globe and when resources are limited
• Invest in mentoring software
Page 47
The value of mentoring
Page 48
The value of mentoring 1 of 2 • Stronger corporate
culture – a mentoring culture
• Better positioned to attract and retain – “we support and maintain a mentoring culture”
• Employees with mentors make more money, are better socialized into the organization and are more productive
Page 49
The value of mentoring 2 of 2 • Employees experience
less stress, and get promoted quicker
• Organization sees increased employee engagement and productivity
• Positive work culture – a mentoring culture
Page 50
Conclusion and questions
Page 51
Conclusion and questions
SummaryVideosQuestions