Mentoring, Coaching & Motivatingdscormmedia.learnupon.com/4602/ou5uswb257ulh08h3kn0...• For...

Mentoring, Coaching & Motivating

By the end of this session

you will be able to:

Evaluate people’s performance and use

coaching and mentoring to motivate them

towards change

Management and Strategy Institute


• A critical factor in making a change program succeed is

to make sure employees are persuaded and cared for so

they are totally involved in the process. As you saw

earlier, you don’t want to impose the change; instead you

want people to make the change themselves.



• To achieve this, you will need to provide support in the

form of training, coaching, mentoring and motivating. In

this session, you will explore these areas and will go

through a number of best practice guidelines and

principles that will increase the likelihood of success and

also help employees grow with the change.


Motivating

• Change takes a lot of effort. To take a system from one

state to another requires above-and-beyond effort.

Change cannot happen automatically and without cost.

It is common to see that many people in corporations

that go under change need to work many hours, as

much as 60 to 70 hours per week, during the change

process.


Motivating

• They may not get to see their families and the process

may require more concentration and effort than normal.

As a result, it is absolutely important for individuals to be

motivated about the change. If unchecked, unmotivated

staff can easily derail the change process.


Skill/Will Matrix

• The relation between motivation and a person’s skills

can be captured using what is known as a skill/will

matrix. Originally developed by Hersey and Blanchard, it

is relatively a simply model to apply.


Skill/Will Matrix

• Effectively, you judge a person’s performance based on

two dimensions and you will end up with the following

four-quadrant matrix. The two dimensions are:

– Skill. This suggests how good a person is in carrying out a

specific task.

– Will. This suggests how willing or motivated a person is in

carrying out a task.


Skill/Will Matrix

Skill

• This suggests how good a person is in carrying out a specific task.

Will

• This suggests how willing or motivated a person is in carrying out a task.


Skill/Will Matrix

• The skill/will matrix becomes useful when you want to

decide how to coach each individual. Here is what you

need to consider for each quadrant:


Skill/Will Matrix

SKILL (Ability) HIGH LOW

HIG

H

LO

W

WIL

L (

Desi

re) Q1 Q2

Q3 Q4


Skill/Will Matrix


HIG

H

LO

W

WIL

L (

Desi

re)

Q1

Provide Guidance & Training

Q2

Provide Autonomy & Authority

Q3

Provide Specific Directions

Q4

Provide Incentives to Get Them

Excited


Skill/Will Matrix


HIG

H

LO

W

WIL

L (

Desi

re)

Q1

ADVISE

Q2

DELEGATE

Q3

DIRECT

Q4

MOTIVATE


Advise

• Coaching:

• These employees are motivated, but are not highly

skilled. By focusing on training and education, you can

help this group of employees to realise their potentials

and become more productive.

• For Change Management:

• In the context of change management, they have

accepted the reasons behind the change and are with

the change, but may not know how they can contribute

to it. Get them involved, show them the way and praise

them for their achievements.


Q1: WILL SKILL ADVISE

• Provide training

• Provide guidance

• Praise

• Endorse Coach

ing

• Might have accepted change, but may not know how to contribute

• Get them involved

Chan

ge


Delegate

• Coaching:

• These employees are well motivated and highly skilled. They are the engine of the company’s growth and should not be neglected at the expense of those who need more support.

• Consider delegating to this group of employees to leverage their expertise and enthusiasm. This is not the kind of delegation that many managers do; to simply offload tasks so they can free up their own time.

• The idea of delegation here is to help people grow and become autonomous by giving them more complex and challenging tasks. This type of delegation requires time and effort as delegates need to be coached, trained and supported but it will be much more rewarding as they can become more useful for the company.


Delegate


• In the context of change management, these people

could be your most devoted employees to change. Help

them so they can persuade the rest. Give them authority,

responsibility and resources so they can help the

organizational change with their own initiatives.

• You need to instil a sense of ownership in them. This

motivates them and helps them to enhance their skills

even more.


Q2: WILL SKILL

• Give responsibility

• Give authority

• Collaborate on decisions

• Provide resources

• Praise Coach

ing

• They can most devoted to change

• Help them so they can persuade the rest

• Give authority, responsibility

• Instil a sense of ownership

Chan

ge

DELEGATE


Direct

• Coaching:

• These employees are less skilled and are not motivated. You

need to focus on training and praising. Some managers think

that they should not praise when there is nothing to praise for.

This negative and damaging mentality can alienate people

even further. Instead, people should be praised constantly.

Most people are praise-deprived and even a simple praise is

valued highly. Little by little, the praise can lead to motivation

and a boost to confidence and self-actualisation, which in turn

can lead to learning something new and becoming more

skilled. The new skill can increase self-esteem and help the

person to grow in a positive cycle of improvements.


Direct


• In the context of change management, these employees

can be the most difficult to handle as they are likely to

resist change. Tackle this by involving them in the

change so they can better understand its process. The

more they see results, the more motivated they can get.

• Keep this group of employees up-to-date of any positive

results obtained as a result of change. Next, build on this

dual approach to get them more involved in the change

process and less resistive to it.


Q3: WILL SKILL

• Provide training

• Provide guidance

• Identify incentives

• Increase communication

• Praise Coach

ing

• Can be most difficult to handle

• Increase their knowledge of change

• Inform them constantly of positive results due to change C

han

ge

DIRECT


Motivate

• Coaching:

• In this case, employees have the skills and knowhow but

are not motivated to participate or care.

• This is an untapped resource as it is likely that these

skilled employees are under-utilised and unhappy.

• Your priority is to motivate them. One problem could be

that they don’t know how their skills relate to the

organization and the current work demand. This requires

praise. They might have worked hard in the past and

when received no praise or recognition for their efforts,

they have lost any incentive to repeat it.


Motivate

• Another problem could be that they don’t agree with

some of the decisions, strategies or the way tasks are

done. This requires communication and involvement.

• Another problem could be inadequate recognition of their

work such as low salary/benefits, low level of

responsibility, low level of resources or poor working

environment. You will need to systematically analyse all

of this to determine critical issues and concerns.


Motivate

• For change Management:

• In the context of change management, these employees can be a valuable resource once they understand and join the change movement. Since they are skilled, they are likely to use their own initiative and get involved more once they believe in the change.

• With this group of employees, focus on communicating the benefits of the change and how the change can specifically help them in their jobs.

• You need to identify the “hot buttons” to motivate them and the “show stoppers” to see what the real issues are. This will allow you to clarify misunderstandings, negotiate over their concerns or persuade them with your reasoning.


Q4: WILL SKILL

• Provide plenty of Praise

• Show that the organization cares

• Increase communication and involvement

• Provide incentives

• Identify constraints or de-motivators

Coach

ing

• Valuable resource

• Can use own initiative

• Communicate specific benefits

• Identify hot buttons & show stoppers

Chan

ge

MOTIVATE


Mentoring and Coaching

• As part of providing training and feedback to employees

who are going through change, you will need to set up a

system to provide coaching and mentoring. There are

distinct differences between the two areas as show

below:


Coaching

Focused on tasks

Focused on short term needs

Feedback is specific

Mentoring

Concerned with implications

beyond the task

Long term relationship

Feedback is focused on behavioural

issues Management and Strategy Institute

Coaching

Focused on skills and performance

Specific agenda sets the pace for

learning skills

More effective when it is formal

Mentoring

Focused on long term capability and potential

Agenda is open and continues to

evolve in the long term

More effective when it is informal



• Mentoring is about long term

• Coaching is about more immediate issues

• It is not about providing solutions

• It is about asking the right questions

• It is independent from Line Manager

• The goal can change over time



• Mentoring is about long term. Mentoring is more concerned with the long term than coaching. Both short term and long term solutions are necessary for people who are going through change. As research shows, many successful change programs take years, sometimes even a decade to really materialise. Hence, mentoring should always be included as part of the change strategy.

• Coaching is about more immediate issues. Coaching on the other hand focuses on immediate issues. A coach’s role is not to provide solutions or impose certain views. A coach acts as a mirror guiding the coachee to understand his own problems, obstacles, and a way out and to discover his own solutions.



• It is not about providing solutions. Countless research studies show that a person who is coached or mentored that comes up with his own solutions is more likely to follow them through than one who is given a solution. People don’t believe in the wisdom of others, simply because no one can be as familiar with their problems as themselves.

• It is about asking the right questions. A great deal of mentoring and coaching is about self-reflection and this is achieved by asking a lot of questions from the coachee or mentee.



• It is independent from Line Manager. Both

mentoring and coaching take place independently

from line managers.

• The goal can change over time. Coaching and

mentoring is a process that can change over time

depending on needs.


The GROW Model

Goal Reality Obstacles / Options

Way Forward

G R O W Management and Strategy Institute

The GROW Model

• For coaching, the GROW model is particularly useful.

No one person can be clearly identified as the originator

of the GROW model, however Graham Alexander and

Sir John Whitmore are usually attributed due to their

significant contributions (Whitmore, 2002).

• There are different versions of the GROW model, but the

following captures the essence of these models:


Goal

Way

Forward

Obstacles

Obstacles

Options

Reality Management and Strategy Institute

• This is the final objective. It covers both short term and long term goals. The goal must be clearly defined so the client knows when the goal is achieved.

Goal

• This is the current situation and indicates how far the client is from the goal. The reality also shows the path taken so far; where you have been and where you are now.

Reality

• Obstacles

• There must be some obstacles that has prevented the client from achieving the goal, otherwise the goal would have been achieved by now.

• Options

• Once Obstacles have been identified, a number of options or alternate strategies are needed for the client, so that the obstacles can be avoided. This leads to progress.

Obstacles

Options

• The identified Options need to be converted into action steps which will guide the client to their goal. This is also classified as Way Forward, When, Whom and Will.

What / Way

Forward


Who Should be A Coach or Mentor

• The most ideal coaches or mentors are those who are

not directly involved in tasking the employee on a daily

basis. This helps to remove any suspicion on the

coachee’s part that the guidance given is biased and the

person wants to get more out of them.


Who Should be A Coach or Mentor

• In addition it is easier for the coachee to voice his

concerns, even if they are related to the way he is

managed.

• The same principle applies to coaching and mentoring

for change. The most ideal employee candidates to

coach and mentor are those who are highly motivated

and highly skilled (Q2 quadrant of the Skill/Will Matrix).

They believe in the change and are resourceful to

support others in following through.


Management Tools

By the end of this session

you will be able to:

Use various tools to identify which areas

you need to focus on the most and

brainstorm ideas on how to move the

change process forward


Management Tools

• In this session, you will be introduced to a series of tools

that help to brainstorm ideas on change management.

You will learn about technique that allow you to analyse

forces that affect change, systematically generate and

arrange your ideas, explore ideas in groups and evaluate

them based on specific dimensions.


Mind Mapping

• Mind Maps were developed by Tony Buzan in 1960s. A

mind map helps to visualise a concept and makes it

easier to generate more associations. Mind maps are

known to work very similar to the way our brains work

and with the advent of modern mind mapping software

this tool has become incredibly useful and powerful.


Mind Mapping

• How to Use

• Creating a mind map is very simple. Start with a central

idea and then branch out with immediate ideas. In turn,

you can branch out more from these second level ideas

and continue to think and explore branches in parallel.

The power of mind mapping lies in the fact that you can

keep expanding and rearranging as you add more

concepts. This helps you make associations and think of

ideas that you probably wouldn’t have thought of.


Mind Mapping


Mind Mapping

• The best way to make a mind map is to use a mind map

software. They allow for a limitless expansion as you will

not be limited by the available space on a piece of paper.

In addition, you can quickly rearrange the map as you

add more nodes.


Mind Mapping

• On paper, this is very difficult and cumbersome and

many people simply cannot be bothered to do it. This

can significantly affect the quality of the map and is

perhaps one of the strongest reasons why mind mapping

did not take off as much initially until much later when

computers became ubiquitous and advanced mind map

software emerged.


Mind Mapping

• What to Watch For

• Many people have tried it at some point in the past,

sometimes in school, and may simply dismiss it based

on their limited and poor past experience. Many people

might not be aware of mind map software and how the

technique can be much more useful now than it was in

the past.


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6-3-5 Technique

5

Minutes Management and Strategy Institute

6-3-5 Technique

• This method was introduced by Warfield et al. in 1975.

The model allows you to generate ideas systematically.

The technique involves 6 people who write down 3 ideas

and think about them 5 minutes at a time, hence the

name 6-3-5.


6-3-5 Technique

• How to Use

• Ask a group of 6 people to identify a problem or a topic for consideration.

• Ask the group to sit around a table

• Provide a sheet of paper to each.

• Ask them to write three issues or concerns in regard with the subject on their sheets that they feel strongest about.

• Allocate 5 minutes for this part.

• Ask each person to pass their sheet to the person on their left.

• Each person now has 5 minutes to elaborate on the list or add more to it.

• Continue the process until everyone receives their original sheets back.

• Gather all sheets, get everyone together and then go through the ideas to brainstorm solutions based on what’s identified in the sheets.


6-3-5 Technique


• The technique leads to generation of ideas. You will still

need to use other techniques to sort and select from

these ideas.


Force Field Analysis

• Force Field analysis was developed by Kurt Lewin in

1940s. It is a simple yet powerful model which is

specifically applicable to change management.

• The idea is that in order to bring change, you must first

understand the pressures and tensions that are

maintaining the status quo. Only then can you go ahead

to initiate change and persuade people.



• How to Use

• Use a brainstorming session to create a list of

stakeholders that are likely to be affected as a result of

the change.

• Divide the list into two lists:

– Driving Forces. Identify the drivers and conditions that support

the change.

– Resisting Forces. Identify the drivers and conditions that are a

resistance to change



• If you have items on the list that you think are neutral

and don’t contribute either way, put them on a separate

list for time being. Circumstances change and you may

find it useful to consider them again later on. Now, focus

only on driving and resisting forces.



• Consider two dimensions for each of these forces. For

example, a possible dimension is power; how powerful is

a particular individual whether supporting or resisting the

change. Other dimensions are how much resources

they have or how likely are they to gather other people’s

support.

• Draw an arrow for each force under its corresponding

column (driving or resisting).



• Map two dimensions to the length and breadth of each

arrow that represents that force. For example length can

represent resourcefulness, and breadth can represent

power.

• Generate a force field map by including the most

significant forces.



• You can then analyse the force field map to take specific

actions. The idea is that increasing only the drivers to

change is not enough and you need to take steps to

reduce resistance and the only way to do this is by

identifying both sides. In fact, you may need to focus

more on reducing resistance than increasing the drivers

for change.




• The model captures the situation in one specific

moment. Hence, as the circumstances change you will

need to update it to be relevant.



DRIVING RESISTING

THICKNESS: Power LENGTH: Access to resources

CEO

Head of

Engineering

Major Share

Holder

Retired Old

Founder

Department

Manager

HR

Manage

r

Head of

Marketing

STATUS QUO


Breadth versus Depth Matrix

• This technique is helpful to use in analysing the effect of

change on various areas of the organization and also to

assess its effect on various aspects of human behaviour.



• How to Use

• Consider the changes that need to be implemented and

place them into 4 quadrants based on two

dimensions; breadth of change and depth of change.



Q1 Q2

Q3 Q4

Depth HIGH LOW

HIG

H

LO

W

Bre

adth



• Breadth of change. Breadth of change refers to the

extent that the change is applied across the

organization. You can use quantification such as the

percentage of departments affected to calculate the

breadth of a change (e.g. 40% of departments are

affected).

– Breaths low. Change focused on one area, project or

department.

– Breadth high. Change across the board affecting many systems

and areas.



• Depth of change. Depth of change refers to the extent

the planned changes affect the way things are done in

the organization.

– Depth low. People can handle the change with minor

adaptations.

– Depth high. Planned changes move people away from the

range of stability (they can be out of their comfort zone).



• Once you have placed the changes in the quadrant

based on the breadth and depth of change you can use

the following analysis:



• Q1: Breadth High, Depth Low.

– You need multi-disciplinary panels and quality control teams who

can work out techniques that help improve efficiency.

• Q2: Breadth High, Depth High.

– You need to provide an extensive and elaborate companywide

support for change. It should address training for new skills and

structural changes will be required as a result of using these new

skills.



• Q3: Breadth Low, Depth Low

– You need to implement specific procedures for specific areas or

departments under consideration.

• Q4: Breadth Low, Depth High

– You need to provide internal coaching and training to help people

deal with the process of change.




• Use this technique during the planning stage to organize

ideas and evaluate the extent that each change will

affect the organization and employees. It allows you to

think of the significance of the disruption each change

causes and whether it is feasible to consider it given the

impact.


Training Material Complete

• You may now take the final exam, or continue to study

this material.



References

We recommend the following reading material if you would like to further your Change Management learning:

• Arnold, J., C.L. Cooper and I.T. Robertson (1998) “Work Psychology: Understanding Human Behaviour in the Workplace”, (3rd ed.), London, UK: Financial Times Pitman Publishing.

• Cameron, E. Green, M., (2004) “Making sense of Change Management: A Complete Guide to the Models, Tools and Techniques of Organisational Change”, Kogan Page Ltd, ISBN: 978-0-7494-4087-9

• Fisher, John M., Savage, David J. (1999) “Beyond experimentation into meaning.”, Papers from the 1998 EPCA Conference. Lostock Hall: Epca Publications, (290 p), 4th Conference of the European Personal Construct Association - EPCA 1998, Chester/England.

• Gladwell, M. (2000) “The Tipping Point”, Little, Brown and Company, ISBN: 0-316-31696-2

• Greiner, L.E. (1972) “Evolution and revolutions as organisations grow", Harvard Business Review, July August p.41

• Johnson, S. (1999) “Who Moved My Cheese: An Amazing Way to Deal with Change in Your Work and in Your Life”, Vermilion; Reprinted Ed edition, ISBN: 978-0091816971

• Price, D. (2009) “The Principles and Practice of Change”, The Open University, ISBN: 978-0-230-57585-1

• Rogers, E. M. (2003) “Diffusion of innovations”, (5th ed.). New York, NY: Free Press.

• Senior, B., Fleming, J. (2002) “Organizational Change”, Printice Hall, ISBN: 978-0-27369-598-1

• Warfield, J.N., Geschka, H., Hamilton, R. (1975) “Methods of idea management”, Columbus, OH: The academy for contemporary problems.

• Whitmore, Sir John, (2002) “Coaching For Performance: Growing People, Performance and Purpose”, Nicholas Brealey Publishing Ltd; 3rd Revised edition, ISBN: 978-1857883039.


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