Post on 19-Jan-2015
description
Coaching and mentoring
by Toronto Training and HR
February 2012
Contents
3-4 Introduction to Toronto Training and HR5-6 Definitions7-9 Standards to achieve10-11 Behaviours that foster dependency and kill initiative12-13 Recent shifts in mentoring14-15 Mentoring with SMART objectives16-17 Key roles in mentoring18-19 Reciprocal mentoring20-21 Mentoring dos and don’ts22-24 Why mentoring or coaching programs fail25-26 How mentoring or coaching programs succeed27-29 Making coaching effective30-31 Coaching as part of the normal process of
management32-33 Training managers as coaches34-35 Hidden roles of managerial coaches36-38 Coaching skills39-40 Key features of effective coaching41-42 Coaches as catalysts43-44 Why coaching may not suit your organization45-46 Common mistakes when coaching sales reps47-49 Why don’t all managers coach? 50-52 Coaching and mentoring trends53-54 Case study55-56 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 banking• 10 years in training and human resources• Freelance practitioner since 2006• The core services provided by Toronto Training and HR
are:- Training event design- Training event delivery- Reducing costs- Saving time- Improving employee engagement &
morale- Services for job seekers
Page 5
Definitions
Page 6
DefinitionsCoachingMentoring
Page 7
Standards to achieve
Page 8
Standards to achieve 1 of 2An understanding of coaching and mentoring as processes that involve reciprocal learning, not a situation in which the coaches and mentors should be assuming a dominating or manipulative roleA clear business case for their introduction, with an agreed process for supervising coaches and mentors and for monitoring outcomesAn adequate resource base, adjustment in the workloads of those involved and support for coaches and mentees in their development
Page 9
Standards to achieve 2 of 2An up to date database of potentially suitable coaches and mentors, plus a skilled selection and training process against clear and relevant criteriaCareful piloting of initiatives, and the highlighting of their benefits across the organization to ensure understanding of the way in which the processes operate and of their value
Page 10
Behaviours that foster dependency & kill
initiative
Page 11
Behaviours that foster dependency & kill initiative
Telling employees how to do their jobsGiving employees solutions for their operational issues without getting their inputMaking decisions that employees could make for themselves
Page 12
Recent shifts in mentoring
Page 13
Recent shifts in mentoringMentoring can occur in one-to-one, group, and situational interactionsThe terms “learner” and “advisor” have a broader reach than “mentee” and “mentor”Advancement can be a benefit of mentoring, but it is not its purposeMentoring should be used to learn across the hierarchy of an organizationMentoring does not need to be time consuming or face-to-face
Page 14
Mentoring with SMART objectives
Page 15
Mentoring with SMART objectives
SMARTrepresent a challenge or a stretch for the menteefocus on the future development of the menteeare concrete and clearseek a quantitative or qualitative improvement that can be demonstrated or measuredare directly linked to the question, “Why?” “Why is this goal important to your development and success?”require more than one strategy to achieve them
Page 16
Key roles in mentoring
Page 17
Key roles in mentoringGuideAllyCatalystAdvocate
Page 18
Reciprocal mentoring
Page 19
Reciprocal mentoringDefinitionBenefits
Page 20
Mentoring dos and don’ts
Page 21
Mentoring dos and don’ts Employer MentorMentee
Page 22
Why mentoring or coaching programs fail
Page 23
Why mentoring or coaching programs fail 1 of 2
No clear definition of what mentoring means and what coaching means and, more importantly, who should assume what rolesNo clear guidelines as to what the mentor should be assisting with or addressing and what thecoach should be assisting with or addressingHaving the mentor and mentee in a direct reporting relationship
Page 24
Why mentoring or coaching programs fail 2 of 2
The role of mentor and coach being handled by the same individualNo formal training for the role of mentor or coach
Page 25
How mentoring or coaching programs
succeed
Page 26
How mentoring or coaching programs succeed
Being well planned and fully integrated with other developmental activitiesBeing supported by senior management (C-level sponsorship)Requiring mandatory training for all those designated as mentors and coaches
Page 27
Making coaching effective
Page 28
Making coaching effective 1 of 2
Put your own “stuff” to the side and make yourself availableAsk more questions, make fewer declarations, allowing employees to generate solutionsReally listen to the people you work with and implement suggested solutionsCreate action plans with your employees
Page 29
Making coaching effective 2 of 2
Learn to celebrate success and say thank youBuild on people’s strengthens rather than weaknessesSustain the momentum and follow up on progress
Page 30
Coaching as part of the normal process of
management
Page 31
Coaching as part of the normal process of
managementMaking people aware of how well they are performingControlled delegationUsing whatever situations arise as opportunities to promote learningEncouraging people to look at higher-level problems and how they would tackle them
Page 32
Training managers as coaches
Page 33
Training managers as coaches
Set out a clear caseKeep it informalDemystify the processFocus on what worksBuild in sustainabilityEmphasize successCoaching is not for everyone
Page 34
Hidden roles of managerial coaches
Page 35
Hidden roles of managerial coaches
Organizational translatorPerformance consultantDevelopmental assessorCognitive mentorBrand advisor
Page 36
Coaching skills
Page 37
Coaching skills 1 of 2
COACHING IS MOST EFFECTIVE WHEN:The coach understands that his or her role is to help people to learnIndividuals are motivated to learnIndividuals are given guidance on what they should be learning and feedback on how they should be doing
Page 38
Coaching skills 2 of 2
COACHING IS MOST EFFECTIVE WHEN:Learning is an active rather than a passive processThe coach listens to individuals to understand what they want and needThe coach adopts a constructive approach, building on strengths and experiences
Page 39
Key features of effective coaching
Page 40
Key features of effective coaching
Active listeningQuestioningGiving praise and recognitionBuilding rapportCreating trustBeing non-judgementalBeing candid and challengingGiving encouragement and supportFocusing on future opportunities
Page 41
Coaches as catalysts
Page 42
Coaches as catalystsBe curiousBe proactiveBe observantBe courageous
Page 43
Why coaching may not suit your organization
Page 44
Why coaching may not suit your organization
You confuse a coach with a consultant You confuse a coach with a therapist You aren’t committed to changing Your expectations are unreal You hide crucial details You doubt the process You don’t take action
Page 45
Common mistakes when coaching sales
reps
Page 46
Common mistakes when coaching sales reps
Confusing coaching with evaluationsTreating coaching as a low priorityFinding an excuse not to coachProviding vague feedbackCoaching by example
Page 47
Why don’t all managers coach?
Page 48
Why don’t all managers coach? 1 of 2
They don’t understand the value or importance of coachingThey don’t possess the skills to coach othersEven if they understand the importance and have the skills, they don’t have the time
Page 49
Why don’t all managers coach? 2 of 2
OVERCOMING THESE BARRIERSBuild the personal case for coachingEstablish some firm expectationsTeach coaching skills and put them into practiceGive a manager a coachReward the best coaches with the best jobs
Page 50
Coaching and mentoring
trends
Page 51
Coaching and mentoring trends 1 of 2
COACHINGWho delivers coaching in the organization?EvaluationPurpose of coachingAgendas
Page 52
Coaching and mentoring trends 2 of 2
MENTORINGHow does mentoring happen?Who receives mentoring?
Page 53
Case study
Page 54
Case study
Page 55
Conclusion & questions
Page 56
Conclusion & questions
SummaryVideosQuestions