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Training manual for Coaching and Mentoring skills

1. What is Coaching and Mentoring?


Coaching and mentoring are two important processes that can be applied in different areas such as academic institutions, athletic teams, and in workplace settings. In many companies and organizations, coaching and mentoring are regarded as highly effective techniques in employee development, for both management and staff level. The normal process is that the higher management has the task to conduct coaching and mentoring to the entry level employees or the staff. The main purpose of coaching and mentoring in the workplace is to motivate professionals to bring out the best of their capabilities. Usually people think that those who go through coaching or mentoring are weak and incompetent, and this is why they need guidance from those who know better. This is not true as the process focuses more on developing individual potentials and realizing the persons capabilities.

1.1The Definition of Coaching and Mentoring


Both terms coaching and mentoring are used often as synonyms, and they are indeed closely related, but in a stricter sense, the two terms are not completely the same concepts. Coaching is a process of enabling individual learning and development, so performance and skills are enhanced. Mentoring is a process of improving individual knowledge, work efficiency, and way of thinking. It is also about maximizing the individuals potential, but this can be an off-line procedure, which means that the mentor may not necessarily be your boss or your supervisor.
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Training manual for Coaching and Mentoring skills

1.2When to Conduct Coaching and Mentoring


There are many reasons to provide coaching and mentoring to employees. A few reasons are the following: Developing Skills: The main reason to coach and mentor staff members is to create opportunities for building new skills and talents Continuing Projects: If there are current projects in the pipeline, coaching and mentoring are helpful in keeping track of the progress and spotting any issues on the project. Enhancing Careers: This is a very common reason for coaching and mentoring. It prepares the individual for future career growth and promotion or simply leads the employee to a clear career path. Solving Problems: When employees are mentored in the wake of problems and issues in the workplace, they get a better understanding of how to identify these problems and find practical ways to solve it. Brainstorming: Supervisors or managers may give coaching and mentoring to the members of the staff in order to facilitate the working ideas of the team for the benefit of the tasks or projects being worked on. Resolving Conflicts: Coaching and mentoring is very helpful in diffusing any disagreements among employees. Motivating Team Members: This seems to be the most practical and common reason for coaching and mentoring in the workplace. Employees and team members will regain enthusiasm and motivation to give their best in their work.

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Training manual for Coaching and Mentoring skills

1.3 Various Types of Coaching and Mentoring


There are different types of coaching and mentoring that may be used or applied depending on the need of the individuals. These are: a. Performance Coaching and Mentoring This is a very common type of coaching and mentoring especially in the workplace setting. Instead of rectifying issues of an individuals performance, the coaching puts more emphasis on enhancing and identifying the persons strengths in varied areas in order to create a better performance. b. Skills Coaching and Mentoring This kind of coaching and mentoring concentrates on developing the potentials and capabilities of a person, which can be useful for the role of the individual in the company. The coaches or mentors must be highly adept in manifesting or demonstrating the skills that they also deliver to the individuals. The normal set-up for this type of coaching and mentoring is a one-on-one training that addresses the persons knowledge, core skills and experience. c. Personal Coaching and Mentoring The main objective of personal coaching and mentoring is to create significant changes in a persons life. This type is based on a completely different approach from the perspective of the individual. d. Executive Coaching and Mentoring This is geared towards coaching and mentoring professionals, including the management and employees, in their goal to enhance professional and personal development.

Training manual for Coaching and Mentoring skills

1.4 Understanding the Coaching and Mentoring Processes


In order to get a clear understanding of the processes that take place during coaching and mentoring, the following distinct activities are defined by Robert Dilts: a. Guiding It is the process of leading an individual or a group from the current state to an ideal or desired condition. b. Coaching Coaching is the process of assisting a person in developing performance. c. Teaching Teaching is the process of assisting an individual or a group in the development of cognitive talents and skills which can be useful in life. d. Mentoring It is the process of changing a persons values and perceptions into an optimistic approach. e. Counseling It is the process of facilitating an individual to get over personal issues, especially those past issues that may hinder the person from making a change to the better.

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Training manual for Coaching and Mentoring skills

2. What is the Difference Between Coaching and Mentoring?


As we go through the list of attributes or characteristics common to both coaching and mentoring, we must note that there are some differences in these attributes. These distinctions will be outlined based on the following categories: a. Focus The main focus in coaching is performance development. In mentoring, the highlight is more on the individual or the person. b. Role or Function The coach has a specific agenda and a specific function while the mentor can be any individual who is capable of acting as a facilitator but does not have a particular agenda. c. Relationship Coaching has something to do more with career and job aspect. Mentoring is more about selfreflection. d. Source of Influence A coach is usually someone who is in a higher level or rank such as a supervisor or a manager. In the workplace, a person is titled a coach because that is the given role. A mentor can be someone with a perceived value. A mentor is not called as such unless the individual says so or considers the person as a mentor. e. Personal Returns Coaching is geared toward developing individual performance, so the focus is on the person being coached. In mentoring, aside from the development of the individual, the mentor himself learns from the feedback and remarks of the mentee. f. Scope Coaching is more applicable in an office setting or in a sports team where individuals have tasks to accomplish. Mentoring is usually conducted in schools and organizations, or other areas where a great deal of personal values and aspects of life have to be changed.

Training manual for Coaching and Mentoring skills

2.1 Difference of Coaching and Mentoring with Other Areas


What is the difference of coaching and mentoring from areas such as training, counseling and consultancy? a. Training and Development One obvious difference of training from coaching and mentoring is the complete acquisition of a new set of skills and knowledge such as technical, product specific knowledge or skills needed for a new job role. b. Counseling Coaching and counseling are similar in many ways. However, with counseling, the main objective is to guide the individual toward self-managed actions for the attainment of personal goals. Counselors deal with personal issues at a broader and greater scope. c. Consultancy The primary focus of a consultancy is organizational development in terms of structure, systems or processes, and practices. It is geared more on a company-wide scope rather than individual aspect.

2.2 Coaching as a Process


Coaching is best conducted if the coach is fully aware and knowledgeable of the theories and practices involved in the process. Aside from that, coaching is most effective if the coach can demonstrate a variety of skills, styles, and techniques suitable to the context in which coaching is conducted. The activity is dynamic and broad. In the workplace, a coach must know the theoretical concepts and must fully embrace their functions before progressing to the application.

3. The Value of Coaching Process


Professional coaches follow a set of standards in their coaching activities. This includes utilizing a coaching model, a coaching flow, or simply coaching procedures. Following a coaching process serves as a guide for the coach to attain the main goal of coaching in an effective manner. Any incoherence in the coaching procedures will definitely not make the coaching a success. An effective implementation of coaching in workplace involves a constant adjustment to the ever-evolving systems and structures in an organization. Hence, coaching processes must be modified regularly to suit the needs of the individuals. If a coach is stuck to a single approach in coaching, the outcome may not be effective. Individuals may see it as a routine practice in the office and will not recognize the effect of coaching on their careers. They will treat it more as a compliance to organizational practices rather than an opportunity to become better performers. The coaching process allows a structured approach in its implementation but must not be restricted to one kind of approach. In coaching there must be variations in the use of styles and techniques.

Training manual for Coaching and Mentoring skills

3.1 The Stages in the Standard Coaching Process Model


A standard coaching process matrix has four stages. Each of these phases will be outlined and explained below. Stage 1: Analyze for Awareness Coaching is the solution when the learner realizes the need to develop performance or change certain ways in doing things. There has to be a willingness from the learners end to undergo coaching, and the coach plays a vital role in making the learner realize this awareness. Another way of determining the need for coaching is through a recommendation from the supervisor or team leader on the need to improve members performance and enhance certain skills. Stage 2: Plan for Responsibility This stage gives the learner a chance to take on responsibility for developing performance. Although it is helpful to use learning programs during coaching, this must not be strictly imposed on the person. Learners must also be actively participating in elaborating the learning style, in finding something that is conducive to their level and ability. Stage 3: Implement using Styles, Technique and Skill After the planning stage in coaching, the next phase is to identify coaching styles and techniques that are deemed appropriate for the situation or the level of need of the learner. Moreover, this includes a test of the effective coaching skills of the coach to successfully conduct the coaching session. Coaching drills and activities geared towards developing the skill and performance of the individual are also used. Stage 4: Evaluate Success The last stage in the coaching process model is monitoring progress of the learners performance after the coaching session. This has the role to check if the person has made any significant improvements or positive changes as a result of the coaching.
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Training manual for Coaching and Mentoring skills

3.2 Four-Step Coaching Process


The four major steps in the process of coaching are: 1. Observation A coach must have sufficient preparation before doing any coaching no matter it is an on-thespot coaching or a schedule session. This would entail getting a good understanding of the learners current performance as well as his strengths and weaknesses. 2. Discussion During the more detailed preparation of the coverage for coaching the issues to be addressed must be discussed by the coach and the learner. 3. Active Coaching This is where the actual coaching sessions occur. Feedback must be given and proper facilitation must be observed. 4. Follow-up The last step is about keeping track of the learners progress and performance trend. This is a chance for the coach to recognize any development and identify opportunities for continuing the coaching.

4. The Process of Mentoring


Mentoring is a tool used by various organizations and other entities for the personal development and empowerment of their employees. Mentoring is a powerful process and an effective approach in helping individuals in developing their careers. Mentoring is a partnership between the mentor and the mentee who share similar experiences or who are in the same field of work. Apart from personal development, it is about relationship building. This is basically what distinguishes mentoring from coaching. Successful mentoring is based on a step-by-step process which has the role to build the relationship and conduct the mentoring session effectively. Just as coaching follows a structured process, mentoring is also conducted through a process. Lack of planning in mentoring obviously does not generate a successful and productive outcome.

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Training manual for Coaching and Mentoring skills

4.1Effective Mentoring Process


For a successful mentoring relationship, a four-step process may be used as guide: 1. Building the relationship The mentor-mentee relationship is the first vital aspect of mentoring that needs to be established. This first step is not to be rushed, not even skipped. Time and effort must be invested in building a good relationship. The mentor and mentee must take their time in getting to know each other and build a foundation of trust. With this, mentoring is an easier activity to do. 2. Negotiating agreements The next step is to establish a set of agreements to be implemented and followed during the mentoring relationship. This would include defining the roles, setting schedules for mentoring sessions, identifying limitations and mentoring style preferences. Doing so paves the way for a smooth and harmonious mentoring relationship. 3. Developing the mentee This is the longest step of the mentoring process since the focus is now on the functions of mentoring. During this stage, both the mentor and the mentee will define mentoring goals, create a list of mentoring drills and activities to achieve their goals, and keep a constant communication with each other. 4. Ending the relationship The mentoring process ends with a celebration of the accomplishments and an evaluation of the outcomes. The mentoring relationship must end on a highly positive note for a gradual transformation into a casual partnership rather than closing abruptly. In certain cases, mentoring relationships develop into something more solid.

4.2 A Working Model for Mentoring Process


The working model has been developed over time based on the experiences of several mentors and has been applied in many mentoring sessions of various organizations. The stages in the working model represent the whole mentoring process and are set for a 2-year period. The meetings have to be scheduled depending on the mentoring goals and the need of the mentee to develop performance. The communication has to be constant so the mentoring relationship will continue to flourish during the mentoring process.
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Training manual for Coaching and Mentoring skills

4.3 Stages in the Mentoring Process Working Model


Stage 1: Introduction As the initial stage, the objective of the introduction is to build a connection and start the relationship between the mentor and mentee. This is a good time to get to know each other better before starting the mentoring sessions and to create a comfortable relationship with each other as the mentoring process progresses. Stage 2: Foundation This stage entails an agreement about the mentor and mentee roles and sets the expectations for the mentoring process. Stage 3: Orientation The mentee is oriented to the process in order to lessen the tension and increase motivation. Stage 4: Collaboration The mentor works together with the mentee and is seen as a caring partner. Stage 5: Problem Solving At this stage, the mentor helps the mentee identify the issues about his skills and performance. Stage 6: Personal Framework The mentoring relationship is strengthened and the mentor is regarded as a trustworthy partner. The mentor makes an effort to help develop the mentees confidence and self-esteem. Stage 7: Professional Framework At this stage of the mentoring process, the mentee views the mentor as a role model and now the focus is set on skill improvement and performance progression. Stage 8: Transition This last stage encourages the interdependence of the mentor and mentee. The mentee is taught to work independently, but the guidance of the mentor is still there.

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Training manual for Coaching and Mentoring skills

The Greatest Mentor In Indian History


5. Why Coaching and Mentoring is Important?
Coaching and mentoring are increasingly used mainly for professional development, to indicate a positive change in individuals and to encourage the transfer of knowledge from the coach / mentor to the individual. Organizations and companies find coaching and mentoring highly beneficial for the career growth of their employees so coaching and mentoring has been applied by many entities in their organizational practices. At the workplace, coaching and mentoring is used when the management finds that there are working individuals who need to enhance their potentials to perform better in their jobs and to be more productive. There may be skills that need to be strengthened, lapses in working behavior and issues with performance output corrected at certain employees. Once this is assessed, these employees will be recommended for coaching. The coaches are usually the supervisors and managers. The company may even have a delegated coach for that particular department.

5.1Benefits to the Coach or Mentor


The coach / mentor plays a very important role in transferring knowledge to the individual and helps the person in enhancing his personal and professional growth. The following reasons explain the importance of coaching and mentoring to the people who are conducting it: Increased job satisfaction Further enhancement of their own skill level Advantage of their own professional development Enhanced skill in problem analysis and strategic thinking Develops self-esteem

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Training manual for Coaching and Mentoring skills

5.2 Benefits to the Learner


Increases self-confidence and self-esteem Promotes professional career growth Enhances skills Identifies weak areas and turns them into potential successes Develops good relationship with the supervisor Enhances problem analysis Reduces the feeling of low self-worth and frustration Provides an opportunity to think about a better work role and career Gives a focused attention in the aspect of training and development

5.3 Benefits to the Organization


Higher employee retention Competitive advantage with more skilled and well-performing employees Increased skill set and knowledge levels of the people Greater chances of attaining goals Succession planning Full utilization of human resources Enhancement of communication within the organization Strengthening of company culture and ethics

5.4 Effectiveness of Coaching and Mentoring


The impact of coaching and mentoring sessions to the individuals working in an organization is greater with these things: There is a collaborative atmosphere in the workplace wherein professional learning is productive and individuals have the willingness and commitment to develop and improve themselves. The management acknowledges the needs of the employees for professional learning that must be attained in order to raise organizational standards. There are standard processes and sets of procedures for coaching and mentoring programs based on best practice. The work roles of employees are redefined to incorporate coaching and mentoring sessions. The designated coaches and mentors have the appropriate personal and professional attributes and skills required to conduct effective coaching. These experts are also able to provide continuous training and development necessary for the progress of employees. The employees recognize the need and responsibility to attain professional development.
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Training manual for Coaching and Mentoring skills

5.5. The Advantages of Coaching and Mentoring


It is already a great advantage to the organization that coaching and mentoring benefits both the coach/mentor and the individuals. Good working relationships are also developed since the supervisor usually takes the role of a coach to the staff. At the same time, the employees also see their superiors as their mentors who are willing to guide and help them develop their full potentials. It touches both the personal and professional aspects of the individuals. When the focus is on improving performance, the person will realize that there are personal issues that need to be addressed. The implementation of coaching and mentoring in the workplace is a great contribution to the overall development of the individual and organizational level. That is why these programs are incorporated as a regular practice in the organizational system.

The Greatest Mentor Of Mankind

5.6. What is the Role of a Coach and a Mentor?


Coaches and mentors play an essential role in the success of an organization. They are responsible for implementing the coaching and mentoring processes and procedures set by the organization as part of their employee development programs. As such, the bulk of the responsibility relies on how effective they are, in performing their coaching and mentoring functions and how they carry out their roles. Most organizations appoint supervisors and managers to take on the role of a coach. They are often seen as the most capable of conducting the coaching sessions because their skills and knowledge levels are apt for the coaching role. Often the employees also treat them as their mentors in developing their careers. The function of facilitating their members and looking after their welfare performed by supervisors is more like a mentoring role. Aside from being a coach and mentor, these people take on various roles in implementing the coaching and mentoring process to the individuals. This article will discuss the different roles of coaches and mentors as well as the ideal attributes they should possess to effectively assume those roles.

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Training manual for Coaching and Mentoring skills

5.7 Coaching and Mentoring Roles


a. Advisor As an advisor, the coach will help develop the professional interests and create career goals for the individual. The coach must find out how the employee wishes to develop in terms of professional or career growth. b. Counselor As a counselor, the coach must put emphasis on building a relationship based on mutual respect and trust. Keeping confidentiality helps build trust and respect of the individual. c. Friend or Supporter The coach also must be a friend who is always ready to give a helping hand to the person and share the problems and successes. The learners need an assurance that there is someone who believes in their potentials. d. Facilitator or Guide Being a guide or a facilitator, the coach helps the person become aware of the internal issues and happenings within the organization and interpret the unwritten rules that may be crucial to the learner. e. Instructor or Teacher As an instructor or teacher, the coach must educate the person with the right skills and impart the knowledge needed to perform the job efficiently. The coach must also be adept in displaying these skills and knowledge. f. Motivator The coach must serve as an inspiration or an encouragement to the learners. One way to show motivation is by giving positive feedback to boost the persons morale. g. Organizer and Planner The coach or mentor is largely responsible for preparing the plans and activities needed for coaching. h. Role Model This role is simply about walking the talk. The coach must serve as a good example of the ethics, values, and professionalism in the company. In most cases, learners imitate the ways of their coaches and mentors. i. Coach A coach must provide constructive and positive feedback during coaching sessions. Positive feedback reinforces the individual and constructive feedback allows for a change in the persons behavior. j. Mentor Being a mentor also means being a partner to the individual in the goal of developing oneself.

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Training manual for Coaching and Mentoring skills

6. The Qualities of a Good Coach and Mentor


An effective coach or mentor possesses the following attributes: Good listener Emotionally intelligent Good motivator Inspiringly persuasive or influential Realistic and practical Open-minded Approachable Patient, understanding and considerate People-oriented Supportive An achiever Respected

AN IDEAL COACH AND MENTOR OF NATION

6.1 Self-Assessment: The Task of a Coach or Mentor


Apart from the different roles that a coach or a mentor portrays, one very important task that must be conducted is a self-assessment of the role as a coach or mentor. It is crucial for coaches and mentors to be aware of how they are performing during their sessions. The self-assessment process can be done by answering a self-evaluation form. The answers will gauge the effectiveness of the coaching and mentoring role and will provide the coach an opportunity to improve on the areas that need to be addressed when conducting coaching. Moreover, gathering feedback and insights from the learners is also a helpful method in self-assessment.

6.2 The Most Important Coaching and Mentoring Skills


Being a coach or a mentor is not an easy role to perform. These roles are very crucial to an organization and its people. Because of this, when investing in coaching and mentoring programs in the workplace, quality must be observed in terms of the processes, standards, and the people assigned to do coaching. The organization must have high expectations from the designated coaches. These individuals must possess the necessary personal and professional qualities of a good and effective coach. Usually coaches and mentors are part of the management in the organization. Being such, they ought to have the right leadership qualities. Leaders are equipped with skills that make their coaching sessions effective and successful. Furthermore, the staff or the employees look up to their coaches as role models. An effective coach or mentor should have various skills and these abilities will be outlined in this article.

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Training manual for Coaching and Mentoring skills

7. Primary Coaching Skills


a. Rapport-Building The skill of building rapport is the same as being people-oriented and having good interpersonal skills. Since the connection between a coach and a learner must be properly established, rapportbuilding is deemed necessary in order to attain a level of understanding between the coach and the individual. One way to apply good rapport-building is to create a comfortable atmosphere during the session. This way, learners will not hesitate to cooperate in the drills and activities. b. Listening Ability The ability to be a good and active listener is very essential to coaching. Listening is not just about understanding the verbal cues but also listening to what is not said. The coach also makes conversation a two-way street during the session which means that the learner is given the opportunity to talk and open up more while the coach actively listens. Part of demonstrating good listening ability is avoiding interruptions. Paraphrasing can also be used to confirm understanding of what was being said. c. Questioning Ability A coach must be able to apply effective questioning techniques and must know how to ask intelligent questions. The use of open-ended questions is effective as this type of questioning encourages the individual to elaborate more. Good follow-up questions after a learners response also manifest a sincere interest and concern toward the person. d. Communication Skill Since coaching involves a lot of discussions and open conversations between the coach and the learner, the coach should know how to effectively get the message across to the individual with ease. This is especially important during the giving of feedback to the learner. The coach must be able to relay feedback and remarks constructively and positively without demeaning the learners self-esteem.

Mentor and Coach who Enlightened the whole world

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Training manual for Coaching and Mentoring skills

8. General Coaching and Mentoring Skills


Apart from the primary coaching skills mentioned above, there are other essential skills that the coaching profession requires. The list of skills and attributes below would make an effective coach and mentor: Ability to promote trust and respect Ability to facilitate level of understanding Ability to create an effective coaching and mentoring process Ability to motivate and inspire Ability to offer positive and constructive feedback Ability to guide the learner in goal setting and attainment Ability to stimulate action Ability to inculcate self-awareness and self-knowledge Ability to open up new perspectives Ability to follow a variety of approaches in coaching styles and techniques Ability to recognize significant changes in thoughts and behavior Ability to assist in identifying the value in a situation

8.1 Coaching and Mentoring Competencies


Many organizations tailor their standards for coaching performance from accredited coaching associations such as the International Coach Federation (ICF). The association has set the following coaching competencies: Ability to adhere to the ethical rules in the coaching profession Ability to create a coaching agreement Ability to initiate a trusting relationship with the trainee or the learner Ability to be vigilant, mindful and spontaneous Ability to provide active listening Ability to ask effective and powerful questions Ability to effectively communicate Ability to increase the individuals level of awareness Ability to design action plans to address needs and issues Ability to establish realistic goals with the individual Ability to facilitate the trainees progress

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Training manual for Coaching and Mentoring skills

8.2 What are the Best Practices in Mentoring?


Mentoring has been closely associated with coaching as a highly effective practice in developing individual potential and performance. A coaching program requires a structured and standard implementation of processes and guidelines, and a mentoring program is not different. Yet, mentoring can be either formal or informal. It requires a connection between two individuals a mentor and a protg or a mentee. In many companies and other public or private sector entities, mentoring has been known to contribute largely in the professional development and career of individuals. Organizations incorporate formal mentoring sessions because this way productivity from the employee and organizational point of view can be enhanced. Mentoring is also good for the career development of individuals. Organizations can develop best practices in mentoring which are embedded in the mentoring programs. The success of the mentoring programs rely on proper planning, implementation and evaluation. Seasoned mentors have taken great lengths to identify, modify, evaluate, and maintain these best practices. Many successful companies have embraced best practices in mentoring through innovative strategies.

9. Mentoring Programs
Basically, there are two types of mentoring programs formal and informal. Formal mentoring programs are similar to coaching programs: these are systematic and structured, with clearly established organizational goals. Informal mentoring programs have little or no structure and may not even have clear goals. Informal mentoring is based on perceived value and is geared toward interpersonal development, yet it still has an impact on career enhancement. Perceived value means that the protg considers anyone who serves as a personal inspiration and motivator as a mentor.
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Training manual for Coaching and Mentoring skills

9.1 Developing a Formal Mentoring Program


A mentoring program in an organization must be established with a certain set of standards and guidelines in mind. Mentoring best practices have certain elements that are crucial to the success of the program. 1. Conducting needs assessment Every organization that seeks to incorporate mentoring program must examine its needs and importance, the expectations of the organization and the components of the program. The needsassessment may be conducted by the human resources team, training team, or an assigned committee. 2. Building a mentoring program roadmap The mentoring program roadmap covers all the necessary tools and components to initiate the program. This would comprise of the project and implementations plans, the results of the needs assessment and the program description. 3. Getting top management support and commitment A successful formal mentoring program has the support and commitment of the management. People in the top management can participate as mentors to the staff or the low-level employees. Mentoring best practices can also be identified from the experiences these senior leaders have. 4. Assigning a dedicated mentoring program manager The program must be facilitated by a dedicated program manager who is responsible for overseeing the course of the program. The role of the program manager is crucial to the success and effectiveness of the mentoring program. 5. Create a working committee or mentoring group The mentoring program committee is assigned to set specific goals and objectives of the program. They must commit themselves to developing a learning culture within the organization. They work hand in hand with the program manager.

MAHAMANAV Dr. Babasaheb Ambedkar

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Training manual for Coaching and Mentoring skills

9.2 Best Practices in Mentoring Programs


1. Efficient mentoring programs are adequately staffed and funded. This pertains to the availability of the needed resources to get the program rolling such as finances, staff members, and other resources. One example of best practice would be having enough mentors to address the number of mentees in the company. Another would be restricting the responsibilities of the committee members to mentoring and its related scope. 2. Quality mentoring programs are run by dedicated and committed leaders. A mentoring program is intended to empower and improve individual potential. So, the mentors must show an example of being motivated and encourage staff members to develop themselves. 3. Quality mentoring programs have a defined set of goals, objectives and a clear mission throughout the life of the program. 4. Excellent mentoring programs provide a continuous contact and adequate supervision with the mentors. 5. Successful mentoring programs have a meaningful impact on the organization. All employees involved, including the mentors and mentees, must be able to benefit and to use the program to their personal and professional development. Mentoring has been closely associated with coaching as a highly effective practice in developing individual potential and performance. A coaching program requires a structured and standard implementation of processes and guidelines, and a mentoring program is not different. Yet, mentoring can be either formal or informal. It requires a connection between two individuals a mentor and a protg or a mentee. In many companies and other public or private sector entities, mentoring has been known to contribute largely in the professional development and career of individuals. Organizations incorporate formal mentoring sessions because this way productivity from the employee and organizational point of view can be enhanced. Mentoring is also good for the career development of individuals. Organizations can develop best practices in mentoring which are embedded in the mentoring programs. The success of the mentoring programs rely on proper planning, implementation and evaluation. Seasoned mentors have taken great lengths to identify, modify, evaluate, and maintain these best practices. Many successful companies have embraced best practices in mentoring through innovative strategies.

Family coaching and mentoring

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Training manual for Coaching and Mentoring skills

9.3 Coaching Best Practices Explained


Utilizing a coaching program as a part of organizational practice for employee development requires a systematic and structured approach. Coaching is not just something that may or may not be conducted in a causal method; coaching is not a temporary activity. Once a company decides to embrace a coaching program as part of the system, it must be structured and must be a regular activity. It has to be a fixed implementation to function as a tool for enhancing employee performance and growth. Being a crucial program for employee development, the coaching process must be outlined and coaching best practice should be laid out as well. Coaching best practices usually refer to performance standards that are expected to be performed by the coach. These are considered the most effective procedures to follow when coaches conduct sessions in the workplace. This article will elaborate further about the best practices to be implemented in coaching.

9.4 Basic Understanding of Coaching Best Practice


The basic foundation of best practices is the first-hand experiences of professionals and industry experts. In the field of coaching, opposed to theoretical practice, the years of experience and acquired knowledge, as well as the skills of the coaching professionals form the coaching best practices of an organization. Although information based on books and theories is very useful, first-hand knowledge and experience is much more effective when applied in context.
Coaching best practice consists of coaching protocols, guidelines, principles, standards, and procedures that greatly contribute to the success of the coaching program. Apart from incorporating it in the coaching program, it can also be used in developing a new coaching style or strategy. Research and evaluation shows that applying best practice in coaching is highly effective.

10. The Cycle of Coaching Best Practice


Best practices are not permanent. Over time, these are modified and suited to whatever works best for the coach and the trainee. The cycle of best practice revolves around the following steps: 1. Reviewing of the individuals for coaching 2. Educating the trainee on the coaching best practices 3. Determining the most relevant and useful best practice 4. Identifying areas that need to be improved 5. Finding measures to evaluate performance level 6. Benchmarking lapses in performance 7. Choosing a coaching style, technique and process that will minimize the gaps 8. Implementing and applying the best approaches 9. Evaluating and reviewing the chosen strategy or approach One important aspect that should not be missed out is to test and assess the selected best practice before it is rolled out during coaching sessions. Conducting the risk assessment will determine if the coaching best practice will be effective and feasible to the program.
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Training manual for Coaching and Mentoring skills

11. Ideal Coaching Best Practice


There is no general or universal best practice for all companies and organizations. Every company has its own set of best practices in their coaching programs. Listed below are few among best coaching practice: 1. Coaching Preparation The coach makes the necessary preparations for the coaching sessions by identifying the purpose of the coaching in concordance with the needs of the employee. 2. Build a Positive and Trusting Coaching Relationship The coach initiates a warm and comfortable connection with the trainee. 3. Setting of Expectations The coach establishes clear coaching goals with the trainee and identifies roles and responsibilities. 4. Coaching Plan and Practice The coach coordinates with the supervisor, plan suitable coaching schedules and discusses tools and resources for coaching. 5. Observe Practice The coach makes an initial assessment of the trainees performance before the start of the coaching sessions. 6. Develop Coaching Strategy and Technique The coach creates a coaching style and technique based on the results of the initial assessment. 7. Conduct Coaching Session The actual coaching session with the trainee is done. Any coaching drills and activities will be delivered during the sessions. 8. Evaluate Progress of Performance The coach conducts a final assessment of the trainees performance after the coaching sessions. 9. Documentation Process The coach documents any changes in the performance trend of the individual and recognizes any signs of improvement. Also, the coach submits performance feedback to the trainees immediate supervisor as well as to the trainee.

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Training manual for Coaching and Mentoring skills

12. How to Conduct Effective Coaching?


Organizations looking after the needs of their people always find ways and means to address those needs. Coaching and mentoring programs are established to continue developing people and bring out their best. Coaching in the workplace is very important and must be perceived positively by the working individuals. In some cases, employees tend to be apprehensive towards coaching sessions because they feel that due to poor performance at work, they have not met the expectations of the company. This kind of thinking must be eradicated when it comes to coaching. Instead, the coaching program must be seen as an opportunity to grow and improve more on ones potentials and capabilities. One way to build a successful coaching program is to conduct effective coaching sessions. Following the coaching best practices that have been demonstrated by the organization also makes the coaching process effective.

12.1 Elements of an Effective Coaching Session


The quality of the coaching session depends heavily on how well the coach is prepared for the session and how the delivery is made. The following elements constitute a good and effective coaching session: 1. Identifying the purpose of coaching Coaches have to make sure that the trainee understands the reason of the coaching sessions. Their minds need to be conditioned on the idea that the reason is their personal and professional development. 2. Establishing clear ground rules and goals in coaching Before starting the coaching sessions, the coach must discuss the rules as well as the goals to attain by the end of the sessions. These ground rules will create a smooth and harmonious coaching relationship between the coach and the learner. The goals provide determination and direction for the coach and the learner to strive to achieve progress after coaching is finished. 3. Keeping focused The coach has to guide the individual to a step-by-step process of coaching and must maintain the focus on the core needs of the person. 4. Avoiding one-way communication Coaching involves a discussion about different topics and generally a lot of conversation between the coach and the learner. The coach must see that there is interaction during coaching. The learner must be given chance to express himself and open up. This way the coach can gather information needed to target the persons areas for improvement. 5. Communicating in a clear and simple manner The coach should communicate with the learner on an easily understandable level. 6. Being open to new ideas and possible changes. The trainee must manifest an open mind and embrace new ideas and approaches especially if the new learning concepts are beneficial for his career growth.
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Training manual for Coaching and Mentoring skills

12.1 Applying Coaching Best Practices


Another way to conduct effective coaching is to implement the best practices in the coaching process. These best practices are proven to be effective because these were developed and modified based on years of knowledge and experience of professional coaches. These are carefully chosen and identified strategies, techniques and processes that generate satisfactory results in the coaching sessions. Best practices are first-hand experiences, which are gathered and formed since the coaching program is established in an organization. Over time, these best practices can be modified and amended according to the needs and the learning abilities of the individuals.

12.2 Factors of Quality Coaching


Coaching is best conducted and delivered with the following factors: One-on-one Most of the time, coaching is an activity between only two individuals the coach and the trainee. But there is also team coaching and peer coaching. Compared to a group coaching, oneon-one coaching works because it focuses on the individual alone. Goal-oriented Clear coaching goals increase the level of motivation for the trainee to develop oneself. Limited in scope and time Coaching sessions must be scheduled, but should not be conducted to the same individual repeatedly and must not take long hours as well. An evaluation of the persons performance progress must be done first. Conversational A good coaching session involves a healthy exchange of conversation between the coach and the trainee. Idea-focused Although coaching is geared towards personal and professional development, the sessions must highlight more the professional aspect and the work performance of the person.

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Training manual for Coaching and Mentoring skills

12.3 About Different Coaching and Mentoring Styles


Coaching and mentoring can be conducted creatively using different coaching and mentoring styles. Yet, this does not mean that the coach or mentor can mess up the processes for both activities. The coaching and mentoring process remains to be structured and procedural. The styles to be used in these programs depend on the coach and mentor. The important thing to consider when adapting a certain style is that it should be suited and easily grasped by the learner. Coaches and mentors must keep in mind that people have various learning styles. Some of them are visual learners and get a good grasp of knowledge and information on the things they see. Others are dependent on what they hear, so they are auditory learners. Given this, coaches should design their own coaching styles and this is also applicable in mentoring. There are no definite coaching and mentoring styles. This article will present the generally accepted styles based on theory and application.

12.4 Impact of Coaching and Mentoring Styles


A coach and mentor must make an important choice about what kind of approach to use when conducting coaching and mentoring sessions. These styles and approaches are necessary in identifying the following: How to deliver the teaching of skills and strategies How to present the materials, tools and resources, as well as the drills and activities How to condition the mindset of the learners How to implement the coaching or mentoring process in a smooth manner How to effectively conduct coaching and mentoring sessions

13. Different Styles Of Coaching 13.1Primary Coaching Styles


Coaching styles may be varied and unique depending on the selected approach of the coach. These coaching styles are classified into three basic approaches: directive, cooperative and casual.

13.2 Directive Coaching Style


In this kind of coaching approach, the coach is considered the master of the session. As such, the giving of instructions, decision-making, action plans, and many other things are primarily done by the coach. The learner simply follows what the coach instructs and adheres to the solution provided. Even the feedback is given in a manner of giving instructions, telling the trainee what to do and what not to do. In this style, the structure of the coaching process is inflexible. Another term for directive coaching is autocratic style.

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Training manual for Coaching and Mentoring skills

13.3 Cooperative Coaching Style


As the term itself shows, this coaching style involves the participation of the individuals in coaching. The coach presents the coaching materials and activities amenable to the learner and injects a part of the problem solving. Decision-making is shared but under the guidance of the coach. The structure of coaching is flexible meaning that the strategies and techniques will be designed according to the needs and level of grasp of the trainee. In this style, the learning process is shared between the coach and the trainee.

13.4 Casual Coaching Style


Casual coaching style is more like an informal approach of coaching, as there are no goals set and there is no clear designation of roles and responsibilities. The learner makes the decisions. The communication style is more of listening. The coaching process lacks a good structure; the coach can go casual when dealing with the learner.

14. Two Basic Elements of a Mentoring Style


The approaches that can be used in mentoring may not be as defined as that of coaching because mentoring is about building a relationship between the mentor and the mentee. Unless the organization decides to create a formal mentoring program, the mentors may need to lean toward certain mentoring styles. When selecting a specific approach in mentoring, two fundamental elements must be taken into consideration by the mentors. The mentoring sessions have to strike balance and flexibility. Balance in mentoring is demonstrated by addressing the personal aspect and professional needs of the mentee. Moreover, the mentor can also incorporate a task-oriented and a relationshiporiented approach in mentoring. Flexibility in mentoring is the ability of the mentor to adjust and modify oneself to natural responses depending on the situation. A mentoring style that can hardly be changed or modified to suit the needs of the mentee is considered as rigid and is not a productive mentoring approach.

15. Coaching Tools and Techniques Defined


The terms coaching tools and coaching techniques tend to be interchangeably used in context. Yet, these two terms have separate definitions. Coaching tools refer to the materials and instruments used during the coaching sessions. Examples of the common tools used in coaching are needs assessment, evaluation materials, interview tools, performance feedback tools, coaching drills and simulations, and other similar resources necessary for coaching. On the other hand, coaching techniques pertain to the methods or approaches in applying and using the coaching tools. It is the art of implementing or using a tool. In order to ascertain a productive coaching outcome, the effectiveness of use of these coaching tools and techniques has to be evaluated. Coaches should be particular and selective in choosing only the best and most reliable coaching tools and techniques.

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Training manual for Coaching and Mentoring skills

15.1 Coaching Tool: The GROW Model


A popularly used coaching tool that has been around for years now is the GROW model introduced by John Whitmore. This instrument is widely used and applied by many organizations and companies worldwide. The acronym GROW stands for the following: G Goal Setting the goals and aims of the trainee R Reality Assessing the current reality or the situation of the trainee before choosing a coaching style and deciding what techniques to use O Options Outlining the suitable options or actions plans based on the needs of the trainee W - Will The agreed actions and solutions that will be taken by the trainee for the attainment of goals One important tip to consider when using the GROW model is to match it with the appropriate coaching techniques in order to promote an increased awareness and responsibility of the issues. An effective questioning technique may possibly work best along with the use of the model. However, this coaching tool must only be employed when deemed appropriate to the session. Moreover, the model should not restrict the coaching sessions to arrive at premature conclusions. The coach must see to it that all possible options are explored and discussed. Lastly, an effective coach must not be limited to the use of this coaching tool in every session. He can use other tools and techniques for that matter. In order to make the process even more efficient, the coach must explore other approaches in coaching..

16. Coaching Strategies and Tactics


In any type of coaching, the use of strategies and techniques makes the coaching sessions easier to conduct. Here are three fundamental strategies and tactics that coaches can apply: a. Build an atmosphere of involvement and ownership Make use of applicable knowledge, necessary tools and resources Share the coaching goals and objectives and make the trainee understand the current situation Establish clear standards and gauge for progress and coaching results Recognize progress in performance and positive changes after coaching b. Provide challenging role, tasks and responsibilities Evaluate the skills and abilities of the trainee Create tasks that commensurate with their abilities Set expectations and provide clear directions Trust the trainees ability to complete the task Acknowledge efforts and results c. Provide ongoing coaching Constructive feedback should be given every time after coaching Document coaching sessions and performance trends of trainees Utilize applicable tools and resources Demonstrate effective listening and give of feedback
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Training manual for Coaching and Mentoring skills

17. Methods to Coach Inexperienced Learners


Coaching becomes an essential program in the workplace when there are issues and inconsistencies in the overall productivity of the company as well as employee relationships. In common situations, coaching will be conducted to any of the following: y Coaching inexperienced learners in order to help them develop skills and improve performance y Coaching experienced learners who lack the motivation and willingness to improve work performance There are employees who do not have first-hand experience of the task but have the competence to perform it. Others are task-experienced but lack the necessary skills to perform the task. Yet, there are also employees who are both inexperienced and unskilled. These individuals can be helped with dedicated coaching. The company should not see them as a liability and a hindrance to company goals. In the first place, manpower is not easy to produce, not to mention the time and effort invested by the recruitment team in searching, hiring, and training their people. Coaching inexperienced learners and even those who lack the needed skills is not a problem as long as these individuals have the willingness and commitment to improve their performance and learn new things applicable to their job. However, it is a problem if they are uncooperative and apprehensive about being coached. So a coach must make a point out of conditioning the employees first by setting expectations and stressing the benefits that they will gain from the coaching sessions.

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Training manual for Coaching and Mentoring skills

18. Provide Constructive Feedback


Giving feedback is a very critical aspect of the coaching process. The learners must know the comments and remarks of the coach on their performance during coaching sessions. Inexperienced learners may probably be eager to know how they are doing while experienced employees may ask how else they can improve. Feedback provides trainees with opinions and information about how others view their behavior or performance. Effective feedback is both positive and constructive in manner. It must not be a myriad of negative comments and heavy criticisms. With a positive and constructive feedback, learners feel motivated. When their efforts are recognized, they are encouraged to improve even more. One technique to use in giving feedback is the sandwich method which starts with providing a compliment or a positive comment, followed by stressing the areas for improvement, and wrapped up by an encouraging or positive remark. Coaches have to demonstrate their skills in giving effective feedback. The following are helpful feedback-giving tips:
      

Show sensitivity to other peoples feelings Provide honest feedback, balancing positive and negative points Choose the right tone and language to use Be descriptive instead of being judgmental Prepare the feedback session in advance Be a good role model Lead the employee to take responsibility of actions

18.1 The Use of Coaching Tools The coaching plan for inexperienced learners must largely involve carefully selected coaching tools and useful techniques and to really focus on feeding them with sufficient knowledge needed for their scope of work. These tools would include drills, activities, simulations and testing materials utilized during coaching. For example, if the employee lacks know-how about upselling the products, the coach can design drills and simulations that will teach the individual to do upselling. The time for the coaching sessions must be maximized using any coaching tool and material that will allow active participation and feed learning to the employee. The goal is to increase awareness and hone their skills in order to develop their performance at work.

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Training manual for Coaching and Mentoring skills 18.2 Be a Role Model Setting a good example as a coach to the inexperienced learners is a manifestation of good leadership. These individuals need a role model who will demonstrate how to develop their potentials, widen their knowledge and understanding about the nature of their work. Newly hired employees and fresh starters take inspiration from their bosses, their team leaders, and supervisors. Apart from new hire training, they need a reinforcement of what they learned, the job they need to perform, and the skills they need to demonstrate to carry out their tasks. This is where coaching sessions come in the picture. Ongoing and regular coaching will eventually mold their potentials as well and will produce an outstanding work performance.

19. What are the Challenges of Team Coaching?


Organizational teams work as instruments of success in achieving organizational goals. Teams are created to produce outstanding results that cannot be achieved by individual effort alone. Yet in teams there are challenges brought about by various factors. The quality of team performance can be an issue in reaching those goals. So companies have to take action in building better and more empowered teams. A team-coaching program is an effective means to optimize productivity and relationship between the members of a team. Coaching sessions in the organization may be conducted basically in two approaches individual and group setting. Since the article focuses on the corporate setting, team coaching is the most appropriate term to use. As opposed to group coaching, team coaching involves employees belonging to a team who are endorsed by the team leader or a team manager for specific purposes of developing the team members and enhancing performance. The sessions may take the form of workshops, training, or seminar in the workplace. Various organizational teams can go through coaching and benefit from it. Examples of these teams are the following:
    

Executive Teams (composed of senior level officers) Sales Team Project Teams Training Team Human Resource

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Training manual for Coaching and Mentoring skills

20. Team Coaching Process


Conducting coaching sessions to teams requires a structured process, just the way it is with oneon-one coaching. The process in just about any type of coaching is similar. Here is a simple procedural method of team coaching: 1. Discovery The discovery process is the initial phase wherein discussions between the coach and the team leader takes place to make sure that the coaching outcomes meet the organizational needs. It involves setting of clear expectations and identifying whether the team is qualified for coaching. 2. Initial Team Needs Assessment The needs assessment can be in the form of a diagnostic conducted by the coach. The results are used to design coaching strategies and techniques suitable to the needs of the team. 3. Team Coaching and Training After the needs were identified and coaching process has been laid out, the coach can start conducting the coaching. For a productive learning approach, the session may be a training or workshop. 4. Ongoing Team Coaching To ensure consistency in team productivity and a more solid relationship within a team, teamcoaching sessions may be scheduled on a regular basis. 5. Progress Evaluation Coaching sessions always end with a monitoring of progress. A final assessment may be done to gauge improvement in a team.

20.1 Role and Skills of the Team Coach


The team coach plays a vital role in the effectiveness of team-coaching. This individual is a seasoned coaching expert usually outsourced by the company to facilitate the session. The key roles of the team coach are:
 

Defining the coaching purpose and priorities

Understanding the team culture and environment Determining issues to address and barriers to team performance
   

Designing the teach coaching plan Enhancing team confidence and motivation

Developing the systems, skills and knowledge to internalize coaching

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Training manual for Coaching and Mentoring skills

20.2 What are the necessary skills of a team coach?


     

Advanced coaching skills Good knowledge on organization team setting Business acumen and management expertise Strong intuition abilities Flexible thinking Ability to create team dynamics

20.3 Team Coaching versus Individual Coaching


Either of the two coaching approaches can be used by the company to develop its people. However, research and observations from many companies proved that individual or one-on-one coaching is a more effective coaching style than team coaching. It is a challenge for coaching professionals to make team-coaching programs more valuable and feasible. The ultimate advantage of one-on-one coaching is the focused attention on the needs of the individual to address performance gaps and skill deficiencies. On the other hand, team-coaching is more of a shared learning process among team members. It is possible that not all members will be able to get a good grasp of the subject matter due to differences in the learning styles of individuals. A good strategy to overcome this challenge is to enforce every team members participation in all the activities and drills during coaching sessions.

21. Coaching & Mentoring In India


Coaching and Mentoring is an age old tradition in India and dates back to the times of the Mahabharata and Ramayana. Guru Dronacharya in the Mahabharata or Lord Krishna in the Geeta are the two most renowned mentors known to us whose insights are learnt, applied and motivating us even today. In the modern world, Tiger Woods, Sachin Tendulkar and other highly accomplished personalities have reached pinnacles of success by working under the tutelage of Mentor Coaches. That is the power of a Mentor or Guru. The Guru essentially removes the darkness in the mind of the disciple and puts him on the enlightened path. While the Coach essentially helps through a collaborative and co-creative process, the Mentor brings his/her own insights to the discussion and helps the disciple move ahead at a more focused, faster pace. As a Mentor n Coach for the past 25years on and off and the past 9 years dedicatedly, I firmly believe that having a Mentor Coach helps you push your boundaries, move from Goal Setting to Goal Getting and achieve anything you set out to do. This is especially true in todays emerging HRM processes where Employee Talent Management plays a crucial part. It is equally true for Indian Entrepreneurs who need and benefit from having a Personal Coach who helps them scale to looking at their companies as Big Business from being Self-employed in Mind and Perspective. HR Managers and Top Executives MUST focus on this highly important facet of their responsibility as Executive Coaching can work wonders on shining Diamonds hidden under the coals of average performers and thereby help organizations move towards sustainable growth and contributing to the entire persona of the individual as well.
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Training manual for Coaching and Mentoring skills

22. Coaching & Mentoring Questionnaire


Instructions :For each statement, indicate the degree to which you believe you use the skill or behaviour by circling the appropriate number on the scale. That is, if you believe the description is very characteristic of your own behaviour, circle 5; if it is very uncharacteristic of your behaviour, circle the 1; if your assessment lies somewhere between the extremes, circle the 2, 3 or 4, as appropriate. 5 Very Characteristic 4 Moderately Characteristic 3 Somewhat Characteristic 2 Moderately Uncharacteristic 1 Very Uncharacteristic 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
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In relationships with subordinates and co-workers 1. I initiate conversations with them to help them resolve their concerns. 2. I am easily accessible to them. 3. 4. 5. I make it easy for them to be candid with me. I make it easy for them to acknowledge that they lack knowledge. I make it easy for them to inform me about problems.

In conversations with subordinates or co-workers: 6. I do not put them down with behaviours like sarcasm or ridicule. 7. I give full attention to them when they are speaking. 8. 9. I show sensitivity to their feelings. I emphasize solving problems rather than blaming people.

10. I encourage mutual, two-way communication. While discussing problems of subordinates or co-workers with them: 11. I develop a full understanding of the problems before helping to solve them. 12. I request their opinions before expressing mine. 13. 14. 15. 16. 17. 18. 19. 20. I help them identify problems accurately for themselves. I help them find their own solutions to their problems. I help them gain a deeper understanding of their own feelings about the problems. I help them gain new insights into the problems. I stimulate them to explore alternative solutions to the problems. I help them take responsibility for solving their own problems. I help structure the conversation so that it develops in a logical way. I serve as a resource for new ideas.

Training manual for Coaching and Mentoring skills I initiate conversations with subordinates or co-workers in order to: 21. Help them understand the political issues that must be taken into account in making decisions. 22. Help them understand the organizational history behind issues and problems. 23. Help them identify key players to consider in gaining acceptance of new ideas. 24. Help them become sensitive to the aspects of the organizations culture that affect their success. In conversations with subordinates or co-workers: 25. I help them develop their own personal networks for accomplishing their jobs. 26. I help them take personal responsibility in managing their own careers. 27. I help them gain commitment to the organizations goals and values. 28. I make them aware of senior managers likes and dislikes. 29. I provide them with practical career advice. 30. I encourage them to apply for positions that would enhance their careers, even if such encouragement might mean losing competent subordinates or co-workers. 31. I help them identify what new knowledge or skill they need to acquire. 32. I serve as a resource to them on technical matters. 33. I serve as a resource to them on administrative matters. 34. I help them gain expert status in their areas of responsibility. 35. I encourage them to test new knowledge and skills that they acquire. 36. I check with them to ensure that they have the knowledge and skills to do their jobs. 37. I follow up with them when they have acquired knowledge and skills to ensure they are able to use them. 38. I encourage them to look for new learning opportunities. 39. I praise them when they have acquired knowledge and skills. 40. I gain commitment from them to learn continually. In discussing performance with subordinates or co-workers: 41. I mutually clarify expectations about performance with them. 42. 43. 44. I promptly identify performance problems with them as these problems occur. I challenge them to take on more and more difficult tasks. I develop strategies with them to improve their performance. 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1

5 5 5 5 5 5

4 4 4 4 4 4

3 3 3 3 3 3

2 2 2 2 2 2

1 1 1 1 1 1

5 5 5 5 5 5 5 5 5 5 5 5 5 5

4 4 4 4 4 4 4 4 4 4 4 4 4 4

3 3 3 3 3 3 3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1
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45. 46. 47. 48. 49. 50.

Training manual for Coaching and Mentoring skills I gain commitment from them for continuous improvement in 5 4 performance. I confront performance problems in a way that maintains a positive 5 4 relationship between me and them. I am concrete and specific in talking about performance problems. 5 4 I emphasize improvement in the future rather than failure in the 5 4 past. I help them find their own best ways to improve their performance. 5 4 I develop concrete strategies for solving performance problems. 5 4

3 3 3 3 3 3

2 2 2 2 2 2

1 1 1 1 1 1

Results Use the table below to record your totals from each skill assessment section. Tick low, medium or high from the scoring columns. Sr. No. 1 Your totals Scoring Low Med High

Skill In relationships with subordinates and coworkers In conversations with subordinates or co-workers Discussing problems of subordinates or co-workers with them I initiate conversations with subordinates or coworkers In conversations with subordinates or co-workers In discussing performance with subordinates or coworkers

Low

Med

High

0-5

10-15

15-25

0-5

10-15

15-25

0-20

20-35

35-50

0-4

4-10

10-20

0-30

30-60

60-80

0-20

20-35

35-50

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Training manual for Coaching and Mentoring skills Use the scoring definitions on the following page to assess your results. Scoring Low There could be a number of reasons for giving yourself a low score. Maybe you undervalued your experience. Possibly you are not attracted to this skill. Think of the reasons for this and use the reflective review to consider what you could do about addressing this. Remember this skill is considered essential for your development and success - as a student, an employee and in life generally, so a low score could limit your ability to reach your full potential. If you are asked about your weaknesses in an interview, be honest, but remember to explain why you think this is and what you are doing about it. That will impress a prospective employer! Medium Your score suggests that you have some experience of using this skill and have developed a certain level of competence through experience and practice. However, there seems to be evidence that you would find it useful to develop it further. Look carefully at the different questions you answered to assess this skill and decide exactly where your areas for development lie. It may be that this skill is a potential strength but you are feeling a lack of confidence around it. Think about why this should be. Use the resources available to you at to strengthen and further develop your skills in this area. If you discuss use of this skill in interviews, give a full and honest assessment and discuss how you are planning to work on it. No-one is perfect and employers are impressed with someone who understands their strengths and weaknesses and is doing something about it. High If your assessment is accurate, it indicates that skills in this area are well developed at this stage and that you are feeling comfortable using them. Your course should provide you with opportunities to practice and further develop them. Discussing this assessment with your tutor should help you to develop a plan for building further on this strength. Dont be complacent, if you dont keep the skill honed, it will stagnate, while the world moves on. Most importantly, do not forget to capture evidence of this strength and to include it in a personal statement or CV. Remember to record details of where use of this skill has been effective in particular situations, so you can talk about it in interviews.

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