Coaching and Mentoring Toolkit

COACHING &
MENTORING
TOOLKIT
Content
Introduction 3
1. What are coaching and mentoring? 4
Resource: Key definitions 4
Activity: Stop to reflect 5
Summary: What are coaching and mentoring 5
2. Why should I coach and mentor? 6
Resource: Why should you coach and mentor? 6
Summary: Why should I coach and mentor? 8
3. How to coach and mentor: The essentials 9
Resource: Taking notes 9
Your readiness to coach or to mentor 10
Resource: Creating the right environment 12
Resource: Contracting 14
Summary: How to coach and mentor: The essentials 16
4. The What? So what? Now what? Model 17
Resource: The What? So what? Now what? Model 17
Summary: The What? So what? Now what? Model 19
5. Genuine listening 20
Resource: Genuine listening 20
Summary: Genuine listening 22
6. Asking the right questions 23
Resource: Questions to ask at each stage of the What? So what? Now what? Model 23
Summary: Asking the right questions 26
7. Giving feedback 27
Resource: Effective feedback 27
Summary: Giving feedback 28
Coaching & Mentoring Toolkit 2

Introduction
Welcome to the Toolkit. Here you will find a number of useful additional resources that build
on the knowledge you have gained in the online course. You can use these resources when
planning and carrying out your own coaching and mentoring sessions.
In addition, this Toolkit contains a number of related offline activities called Stop to reflect. The
purpose of these reflective activities is to enhance your learning through the process of writing
and thinking about your own learning experiences.
Completing these reflective activities can help you to know yourself better, learn from experience,
make sense of new experiences and capture your ‘sense making’ in a way that you can go back to.
It will also enhance your ability to learn how to learn: something profoundly important to coaches
and mentors.
We recommend that you print out this document and use it alongside the online course.
If you’re unable to print this document, we recommend that you write down your reflections in
your own notebook when the online course prompts you to stop and reflect.
Whatever your approach, we want you to draw on your own experiences in relation to the
content of the online course, so you can reflect on your coaching/mentoring approach.
3 Coaching & Mentoring Toolkit

1. What are coaching and mentoring?
Topic 1 of the online course explores coaching and mentoring – their similarities, how they differ
and when to use each approach. The online course also looks at the ways in which coaches
and mentors use their skills to manage their meetings with coachees and mentees.
This chapter of the Toolkit provides a quick reference guide and a reflective activity for you to try.
Resource: Key definitions
What is coaching? What is mentoring?
Coaching is a conversational A mentor will have knowledge and

partnership between a coach and an experience that they can pass on in
individual - a coachee - aimed at order to help a mentee grow and
inspiring and supporting the coachee to develop professionally and as a person.
reach their potential. They will sometimes facilitate the
one-to-one learning process in ways that
• It is a short-term intervention, with are rather similar to coaching. Sometimes
regular meetings over a period of time they may be more ‘directive’ than a typical
coach: this means that they may instruct
• Coaching is specific to the needs of the the person they are working with.
coachee and provides space for the
coachee to think • The mentor acts as a critical friend and
trusted advisor often over an extended
• It is focused on the coachee identifying period of time
actions for themselves
• The mentor may arrange for the mentee
• Coaching is a form of conversation to have specific opportunities or sponsor
that helps to set challenges and reach the development of the mentee through
better goals, focus on priorities and other interventions
accomplish more
• Mentoring provides a space for the
• The coach and coachee are equals, with mentee to think
the coach managing the process, acting
as a sounding board to listen and asking • The mentor helps the other person (the
questions to help the coachee to think “mentee”) to build their confidence by
and explore issues that are important to learning about their expertise and role
them and/or their work requirements
• Goals are results-oriented, behavioural • Mentors are senior or more

changes experienced/qualified and someone
who can enable specific opportunities
• A mentor may give advice as part of

their role more frequently than a coach
• Mentors are sometimes selected for the

person by their manager
• Goals are professional development

and maturity

1. What are coaching and mentoring?
Activity: Stop to reflect
Given these differences and similarities between coaching and mentoring, record below your
response to the following questions:
1. In what situation(s) do you think it would be most helpful to use a mentor or a coach?
2. Who do you know who might benefit from a) coaching or b) mentoring and why (in each case)?
I think that might benefit from coaching because:
I think that might benefit from mentoring because:
Summary
• Coaching is a partnership to help achieve specific goals – it is a short-term intervention,

focused on actions
• Mentoring is a longer-term relationship where the mentor can share their knowledge and
experience and the mentee can reflect on their own personal development
• Both coaching and mentoring provide an opportunity for analysis, reflection, testing of
assumptions and actions that ultimately enable the individual to achieve success
• Both approaches are well suited to the humanitarian context, where staff need to discover
the confidence, self-awareness, communication and decision-making skills they need to be
effective
• The activities required for coaching and mentoring are flexible enough to be easily adapted
to the challenging humanitarian context

2. Why should I coach and mentor?
Topic 2 of the online course explores the value of effective coaching and mentoring to the
individual coachee/mentee, the organisation and also to the coach/mentor.
In this chapter of the Toolkit you will find a resource, which explores these ideas further, and a
related Stop to reflect activity.
Resource: Why should you coach and mentor?
Performance Motivation
• The coachee/mentee’s performance • Coachee/mentee’s able to make

will improve, and so will their team’s more decisions for themselves, due to
greater confidence
• Apparent improvements in performance
will boost confidence • Their attitude towards self-directed
progress will improve
• Greater emergency experience and
knowledge is highly valued • Overall staff engagement and
professional satisfaction will increase
• Overall staff confidence will increase,
so more people will be able to serve in
emergency areas
Behaviour
• Less time monitoring and checking
work as staff feel more confident • The coachee/mentee will re-engage
with their role and the organisation –
• Helps create an environment that resulting in:
encourages greater accountability,
performance and productivity >> Greater clarity and perspective
>> More ability to manage situations
themselves
Leadership >> Improved awareness of
management/leadership styles
• More confident and effective leadership >> Better management of challenging
people
• Decision speed improved at senior levels
>> Greater awareness of career op-
• An environment in which career devel- tions and choices
opment is supported
• Managers are more likely to be more
committed and more focused on their
actions
• Individuals who have been coached

should improve in specific areas
• Manager’s ability to lead, confidence,

resilience and coaching ability are all
likely to improve

Activity: Stop to reflect
The ‘Harvard Business Review’s Answer Exchange’ tailored to the humanitarian sector, highlighted
the following benefits of coaching and mentoring:
• Sounding board to discuss ways to overcome performance problems and interpersonal

conflicts within the team
• Strengthening staff skills so they are less dependent on senior managers for all the answers.
They in turn can delegate more tasks to them and focus on managerial responsibilities e.g.
planning
• Reviewing with coachee/mentee how they prioritise when there is so much to do. Helps staff
to work more smartly
• Succession planning: especially looking to develop national staff into more senior roles
• Improved retention; many studies have shown that employees are more loyal and motivated
when their managers take time to help them improve their skills
• Cost effectiveness; coaching costs less than formal training and can be done in situ and
can be done fast. It is difficult for staff to take time out during humanitarian assignments.
• Much learning in the humanitarian sector relates to applying thinking and skills to swift
changing contexts. It makes sense for this to be done in situ.
1. How have you witnessed or experienced any of these benefits as a result of coaching or
mentoring support in your organisation?
2. Are there any opportunities you can think of to deliver these individual benefits to some
one you work with?

Summary: Why should I coach and mentor?
• When people work with a coach or a mentor, they build skills and knowledge to enhance
their performance
• They feel supported, encouraged, proud and satisfied when overcoming new challenges.
• Your organisation benefits through better staff retention
• There are economic benefits – coaching and mentoring can happen on the job and do not
require more expensive formal training sessions
• Coaching and mentoring help staff to be better able to make decisions and adapt their
knowledge to each new situation

3. How to coach and mentor: The essentials
Topic 3 of the online course explores the basic steps required to enable effective coaching and
mentoring to take place – from thinking about your own preparedness, to creating the right
environment and what you need to achieve from each session.
In this chapter of the Toolkit you can find some useful resources to support you at this stage
and two Stop to reflect activities to get you thinking about your own readiness to coach or
mentor.
Resource: Taking notes
7 reasons to take accurate notes
• It helps ensure you and the other person make informed decisions together
• It enables you to record the actions and reactions of the other person
• It helps you to track ideas and interventions used
• It helps you to prepare for any follow-on meetings with the person you are helping
• It helps you to analyse your thinking and reflect on your discussions
• It encourages you to learn from experience
• It helps you to reflect upon the strategies you’ve used
Top tips Remember
• Stick to the facts Taking notes doesn’t need to be hard

work.
• Make sure somebody else could
understand your notes if they needed to You just need to have a good system to
use – like the What? So what? Now what?
• Have an easy-to-follow format
Model. It is simple but comprehensive enough
• Use bullet points to deal with all situations.
• Record the date of the next meeting
What should your notes include?
• What was discussed
• What work your coachee has

completed
• How they are progressing towards

their goals
• Actions to take before the next

meeting

Your readiness to coach or to mentor
Taking notes and self-awareness may not appear to be related. However, as you have seen,
taking notes can help you to become more reflective and self-aware. Being self-aware as a
coach or mentor helps you to recognise differences between yourself and others, and to listen,
communicate and build rapport effectively.
Here is a Stop to reflect activity that will help you consider how you see yourself in relation to
others.
Activity: Stop to reflect.
Part 1: Take a moment now to record your responses to the following questions:
>> Who am I today?
>> Who am I today in relation to my friends and family?
>> Who am I today in relation to the rest of the world?
>> Who am I today in relation to my job?

>> Who am I today in relation to my colleagues?
>> Who am I today in relation to this organisation?
>> Who am I today in relation to my coachee/mentee?
Part 2: Once you have done this, it can be helpful to reflect on your answers. Make a note of
your responses to the following questions:
>> What are the differences in my answers to these questions?
>> Why are there differences in my answers?

>> Do these differences help to explain why there could be relationships within which I might
feel vulnerable? In any contemplated coaching or mentoring relationship might I want
or need to protect myself?
Resource: Creating the right environment
The physical environment

You should consider these four things before
setting up a coaching/mentoring session.
• Place: Make sure you meet somewhere
you can both be comfortable
• Access: Ensure that the meeting place is
accessible and meets both of your needs
• Safety: Use common sense to make sure
your meeting place is appropriate
• Location: Make this convenient for both of

you, assuming you are meeting face to face
The emotional environment

And here are the emotional factors you
should consider:
• Feeling safe: You need to create a
friendly atmosphere in which your
coachee/mentee can talk to you about
anything
• A confidential space: Wherever possible,
don’t reveal information that your coachee/
mentee wouldn’t want to be shared
• Where you can’t be overheard: If your
coachee/mentee can be overheard, they
are much less likely to speak freely
• A neutral place: Ask your coachee/
mentee where a suitable meeting place
might be
• No distractions: Turn off your mobile
phone
• Rapport: Use your rapport with your
colleague to make them feel comfortable
during the meeting

Part 1: Take a moment now to record your responses to the following questions:
In what ways have you helped other people to discover answers to their own questions (or
dilemmas) in the past?
• What did you do?

• What worked?
• Why?
• What was less successful?
• Why do you think this was less successful?
>> Why would some people prefer virtual coaching/mentoring conversations?
>> When, in a coaching or mentoring relationship, might a face-to-face conversation be

preferable? Why?

Resource: Contracting
Setting expectations or ‘contracting’ helps to create an effective partnership between coach

and coachee/mentor and mentee. A written ‘contract’ isn’t essential but can help to make sure
that both people in the relationship have the same expectations, have agreed some ‘ground
rules’ and can go on to build a solid foundation for the work that is to come.
What should your coaching/mentoring contract include?

• Desired outcomes of session
• Commitment to work between sessions
• Explanation of how the coach/mentor works
• Frequency and length of sessions
• Explanation of the format (face-to-face, telephone, Skype etc.)
• Location (if face-to-face)
• Agreed expectations around cancellation/postponement
• Confidentiality agreement
Additional items you may wish to include:

• How you and your coachee/mentee will measure progress
• How you will record milestones
• How long you will work together before reviewing, extending, or ending the arrangements
• When and how the coach and coachee/mentor and mentee will give each other
feedback
• What happens if the mentee/coachee fails to take actions agreed upon at the coaching/
mentoring session
• What will happen to the notes you write
On-going questions
Even after the contract is agreed, you should consider the following questions before and
during each session:
• What would you like to focus on in this meeting?
• Is our working relationship meeting your needs?
• Are there ways it can be improved?
• What, if any, changes do we need to make to our working relationship?

This template is a starting point that you can build on so that you create effective partnerships.
Do not simply use the template without thinking carefully about the aims of each partnership
that you want to build.
BASIC COACHING/MENTORING AGREEMENT TEMPLATE
NUMBER OF COACHING/MENTORING SESSIONS: LENGTH OF EACH SESSION:
START DATE: END DATE: LOCATION:
THE ROLE OF THE COACH OR MENTOR THE ROLE OF THE COACHEE OR MENTEE
• Identify what the coachee/mentee wants to • Recognise the coaching or mentoring

focus on and why it is important to them and process is an investment in your development.
the context they are in
• Communicate honestly and openly with the
• Create a safe, supportive environment that
coach/mentor at all times.
produces on-going mutual respect
• Observe, listen and ask questions to understand • Listen, consider and respond to feedback
the individual’s situation received.
• Use questioning techniques to provoke the
• Be open to challenges to your thoughts, ideas,
coachee’s/mentee’s thinking
working practices.
• Move between big picture of the goals and the
details of the coachee’s/mentee’s particular • Commit to the principles of coaching to aid
situation your development.
• Creatively apply various tools and techniques
• To give at least 24 hours notice if unable
to match the need of the coachee/mentee
to attend a face-to-face or virtual coaching
• Use feedback to improve the interaction with meeting.
the coachee/mentee
• Support the coachee/mentee to establish
appropriate milestones to see progress in
relation to their overall goals
• Keep the individual accountable for what they
say they are going to do, for the results of an
intended action, or for a specific plan with
related time frames
Communications
1. Following each session the coach or the mentor emails ‘session notes’ and actions to coachee/mentee.
2. 48 hours before the next session the coachee/mentee emails coach/mentor with an up-date on progress.
CONTACT DETAILS:
Coach/Mentor email: Coachee/Mentee email:

Coach/Mentor Skype: Coachee/Mentee Skype:
LANDLINE NO.: LANDLINE NO.:
MOBILE NO.: MOBILE NO.:
ACCEPTANCE OF AGREEMENT TERMS
COACH/MENTOR: COACHEE/MENTEE:
SIGNATURE: SIGNATURE:
DATE: DATE:

Summary: How to coach and mentor: The essentials
• Being self-aware as a coach or mentor helps you to recognise differences between yourself
and others, and to listen, communicate and build rapport effectively
• ‘Who to coach/mentor?’ means thinking about who can benefit most from this type of
relationship
• You need to consider what environment is best suited to coaching each person. This means
considering virtual sessions as well as face-to-face meetings
• Setting expectations and agreeing a “contract” at the start is key to establishing a good
working relationship with your coachee/mentee and in building foundations for their
effective development

4. The What? So what? Now what? Model
Topic 4 of the online course explores a model that helps to structure each coaching or mentoring
session.
In this chapter of the Toolkit you can find an overview of the model and a Stop to reflect
activity to get you thinking about what makes an effective coaching or mentoring session and
how you would run your own sessions.
Resource: The What? So what? Now what? Model
It doesn’t matter where you are or what you’re talking about - following this model will help you
have a productive coaching or mentoring discussion
1. WHAT? 2. SO WHAT? 3. NOW WHAT?
First, identify the focus of the After that, you should think Then it’s time to take steps
session. about the possible next to achieve the other per-
steps. son’s goal.
> What does the other
person want to talk about > What are the different > What steps can they take
any why? ways you could approach to achieve their aim?
this issue?
> What is their main goal? The other person should
> Which way would give commit to specific, practi-
You need to encourage the best result? cal, and achievable actions
them to do more than just – it’s the only way they will
describe their problem. Listening effectively at this move closer to their goal.
stage will encourage crea-
Instead, they should work tive solutions – helping the This commitment will
towards recognising their other person to feel that empower them and
part in the problem they can achieve their goal. increase the likelihood of
- overcoming the obstacles them achieving their goal.
that may be preventing them
from solving it.
This will give them a realis-

tic idea of how far they are
from achieving their goal.
Remember, the person you are working with should decide the pace and agenda of the meeting –
not you. Your goal in each session should be to encourage them to give you the right information
so you can support them as best you can.

Think about the coaching session video from this topic.
>> How well does the meeting follow the model you have explored?
>> How effective was the coaching session and why?
>> How have the coach and coachee contributed to the success of the session?
Put yourself in the shoes of the coach. Write your responses to the following questions.
>> What it is about this session that makes it challenging or demanding?
>> How would you respond to the challenge or the demands of working with this person?

>> What am I learning about my preferences and myself, through this process of reflection?
Summary: The What? So what? Now what? Model
• Starting out as a mentor or as a coach it helps to have a structured approach in order to

make it as effective as possible and measure progress
• The What? So what? Now what? Model is a three stage process - it provides the headline
questions you need to consider together at each stage
• The What? stage explores the purpose of the session – the situation to be addressed
• The So what? stage is where you can evaluate the different options to address the goal
your coachee/mentee has identified
• The most suitable steps to realise the goal are then considered in the final Now what? stage

5. Genuine listening
Topic 5 of the online course explores the skills required for effective, or genuine, listening when
coaching or mentoring.
In this chapter of the Toolkit you can find a resource that provides top tips and practical
suggestions for developing your listening skills. There is also a Stop to reflect activity to
help you focus your mind and prepare for genuine listening, which you can use in your own
coaching and mentoring sessions.
Resource: Genuine listening
To become a highly effective coach or mentor, you need to make sure you attentively and
genuinely listen to your coachee/mentee. This means listening to them well enough to really
understand them – not just waiting for an opportunity to respond.
Top tips
• Don’t just listen to what the coachee/mentee is saying - consider their tone and body language as well
• Show that you are listening – change your tone and body language. Simple gestures and expressions,
such as ‘uh huh’ can let them know you are listening but want them to continue
• Repeat exactly what your coachee/mentee said, or pick out key phrases – this provides the coachee/
mentee with an opportunity to clarify themselves
• Clarify anything that isn’t clear – don’t assume you understand them
• Mirror the coachee’s/mentee’s body language (without being mechanical) and talk at the same speed
• Focus on the coachee/mentee and cut out any ‘internal noise’
Ways to cut out internal noise: Things to be aware of
• Reduce environmental distractions Genuine listening is not easy. Here are some
of the things that make it difficult that you
• If you are stressed or are likely to be need to consider:
distracted by something else on your
mind, consider postponing the session
• We can understand speech rates of up
to 800 words per minute, but the average
• Keep your goals in mind
person can only speak at up to 150 words
• Focus only on the subject of the meeting per minute, so our minds often try to fill in
the gaps – don’t let it!
• Our personal insecurities – perhaps

associated with status difference – can
have an impact on how deeply we lis-
ten to the other person. Don’t allow your
insecurities to become a barrier
• You may disagree with the person you

are helping. Don’t let this stop you from
listening to their concern

In order to listen effectively and really tune in to the other person, it’s important to be able to
put yourself in the moment and put aside any distracting thoughts that come to your mind.
This activity is designed to build this essential discipline.
Step 1:
Let your mind wander for a minute and then make a note here about all the ideas that come
into your head and compete for your attention.
>> I am thinking about:
Outcomes:
Perhaps you were thinking about how long this activity will be, how effective you are at listening, or
even what’s for lunch! However many thoughts you experienced, there are some quick and easy
techniques you can use to connect yourself with current reality.
Step 2:
Try this activity now. Take three deep breaths. Focus on one physical reality that you can see,
hear, touch or smell in your current location. Make a note here about the thoughts that enter
your mind this time.
>> I am thinking about:

Outcomes:
Notice how your awareness has shifted to physical sensations in the present. As we get better
at focusing in this way we calm our minds and bodies and become more alert and ready.
Summary: Genuine listening
• Listening is not the same as hearing – our thoughts, feelings and assumptions can get in
the way of really listening to someone - it is important to be present and in the moment in
order to tune in properly – this is genuine listening
• Taking three breaths can help to re-focus your mind and aid effective listening
• Listening happens on three levels – internal listening where our own thoughts can influence
understanding, listening to understand what is being said and finally deep listening to
understand and interpret a situation
• Deep and genuine listening is then reflected in your own actions, responses and questions

6. Asking the right questions
Topic 6 of the online course explores the skills of effective questioning for coaching and
mentoring.
In this chapter of the Toolkit you can find a resource that provides practical suggestions for
asking effective questions, following the three stage What? So what? Now what? Model. There
is also a Stop to reflect activity to help you practise and further develop your own questioning
skills.
Resource: Questions to ask at each stage of the What? So what? Now what? Model
What?
Types of questions Reason for asking questions Impact on learner
What do you want to focus on (in Establish the purpose of the Greater awareness
this conversation)? conversation and why it is of self and their
important to the learner now impact on teams
What makes this important to you and overall results
now? Explore where the learner
ideally and realistically can get Identification of
How will you know that you have to by the end of the session in what is within their
achieved what you want? relation to their goal control at times of
uncertainty
What is happening in this situation? Check in on current reality
What is most
What have you done about it? Observe patterns and help important within
them to explore the wider their agenda
What is missing? context they are a part of and
“the bigger picture” Realistic sense of
Who does this impact? the gap between
Review their sense of what is the present reality
How much control do you personally happening against how others and the ultimate
have over the outcome? might perceive it goal
To what extent do others hold the Explore the way things are Greater sense
same perspective or urgency that now, their ability, probing to of limitations
you do? establish why things are the they have put on
way they are themselves and the
What action steps have you taken situation
on it so far? Move the learner on from
describing their problem, to
understanding their part in
it, the assumptions they hold
and what is blocking change

So What?
What are all the different ways in Help them to find a way out of There are things
which you could approach this being ‘stuck’ that can be done
issue? in a difficult
Evaluate what will work best in situation and will
Make a list of all the alternatives, this situation and its impact help to change the
large or small, complete or partial dynamics
solutions Relate back to the original
goal and purpose of the Greater
What else could you do? conversation – how will it meet understanding of
the goal? what makes sense
What would you do if you had more to do within a
time, a larger budget, or if you were particular context
the team leader?
Being listened to
What would you do if you could helps to unlock
start again with a clean sheet, with creativity again,
a new team? which can be
shut down under
What is the most courageous thing pressure
you could do?
What would happen if you did

nothing?
What are the advantages and

disadvantages of each of these
options in turn?
Which would give the best result?
Which of these solutions appeals to

you most, or feels best to you?
Which would give you the most

satisfaction?

Now What?
Which option(s) are you going to Test readiness to act Energised to act
choose?
Test commitment to the Acknowledge who
When precisely are you going to outcome else needs to be
start and finish each action step? involved to create
Most importantly the final greater possibil-
What could arise to stop you in stage is to get the coachee ity of the desired
taking these steps or meeting the to commit to specific, practical results
goal? and achievable actions that
will enable them to move Anticipate possible
What level of risk are you prepared closer to their goal obstacles and to put
to take? contingency plans in
place
What personal resistance do you
have, if any, to taking these steps?
What will you do to eliminate these

external and internal factors?
Who needs to know what your plans

are?
What support do you need and

from whom?
What will you do to obtain that

support and when?
What could I do to support you?
What commitment on a 1 – 10 scale

do you have to taking these agreed
actions?
What prevents this from being a 10,

or one level up from your current
position (if you think 10 is too great
a leap for your coachee)?
What could you do or alter to raise

your commitment closer to 10?
Clarify again what immediate steps

are you going to take?
How and when can you do this?

Step 1:
Find a colleague who is happy for you to practise your developing skills with them for a couple
of minutes. Tell him or her that you would like to have a two-minute conversation with them.
Your task is to ask the question:
‘What challenge do you currently have in your role?‘
After that, you can only ask two more questions to find out as much as you can about it and
how they might resolve it. If you find this exercise too difficult, extend the time – ask three
questions in five minutes or three questions in ten minutes.
Step 2:
Once you have completed the activity, write up your observations here. Think about:
• How difficult was it to choose your questions in the moment?

• Which of your follow up questions were most effective and why?
• What would you do differently next time?
>> My observations:
Summary: Asking the right questions
• Questions are an essential part of effective coaching and mentoring
• They enable you to deepen you understanding and help your coachee/mentee to explore
their development needs
• It’s important to use the right kinds of questions – use open and probing questions, avoid
closed questions or too many ‘why’ questions
• The coachee/mentee owns the process - your listening and questioning is there to facilitate
and enable their thoughts, ideas and actions
• Avoid interrogating, interviewing and giving advice and keep your questions short and simple

7. Giving feedback
Topic 7 of the online course explores the skills of giving feedback, a vital part of the coaching
and mentoring role.
In this chapter of the Toolkit you can find a resource which provides a quick reference guide on
providing effective feedback.
Resource: Effective feedback
If you deliver feedback appropriately, it can empower your coachee/mentee to make real
changes. It depends, however, on the feedback meeting these criteria.
Based on Factual Provided near in time to Related to

observations the behaviour observed behaviour
Specific Not analytical Supportive Honest
Feedback meeting structure
1. Provide a summary of the feedback
2. Describe the behaviour that has led to the feedback
3. Highlight the consequences of the behaviour
4. Check for understanding and acceptance
5. Support your coachee/mentee to commit to doing things differently
6. Encourage them and support them to take action – which can be reviewed at a later meeting

7. Giving feedback
Summary: Giving feedback
• Effective feedback is a key contributor to your coachee or mentee’s development/performance

improvement
• Feedback should be a two-way process – receiving feedback will help you develop your
coaching or mentoring skills and you be valuable as you progress
• Feedback doesn’t need to always be done face to face – though that is best. You can also
make use of video or phone chats. Email or text chats are much more difficult to manage
and should be avoided whenever possible
• When giving feedback, make it clear and evidence based – be specific and deliver it as
your observations rather than facts
• Take time at the end of each session to discuss how it went and what to do differently next
time

Coaching and Mentoring Toolkit

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Coaching and Mentoring Toolkit

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COACHING &

Coaching & Mentoring Toolkit 2

3 Coaching & Mentoring Toolkit

Resource: Key definitions

What is coaching? What is mentoring?

Coaching is a conversational A mentor will have knowledge and

• Goals are results-oriented, behavioural • Mentors are senior or more

• A mentor may give advice as part of

• Mentors are sometimes selected for the

• Goals are professional development

Coaching & Mentoring Toolkit 4

Activity: Stop to reflect

I think that might benefit from coaching because:

I think that might benefit from mentoring because:

• Coaching is a partnership to help achieve specific goals – it is a short-term intervention,

5 Coaching & Mentoring Toolkit

Resource: Why should you coach and mentor?

• The coachee/mentee’s performance • Coachee/mentee’s able to make

• Individuals who have been coached

• Manager’s ability to lead, confidence,

Coaching & Mentoring Toolkit 6

Activity: Stop to reflect

• Sounding board to discuss ways to overcome performance problems and interpersonal

7 Coaching & Mentoring Toolkit

Summary: Why should I coach and mentor?

• Your organisation benefits through better staff retention

Coaching & Mentoring Toolkit 8

Resource: Taking notes

7 reasons to take accurate notes

• It helps you to track ideas and interventions used

• It helps you to analyse your thinking and reflect on your discussions

• It encourages you to learn from experience

• It helps you to reflect upon the strategies you’ve used

Top tips Remember

• Stick to the facts Taking notes doesn’t need to be hard

• Record the date of the next meeting

What should your notes include?

• What was discussed

• What work your coachee has

• How they are progressing towards

• Actions to take before the next

9 Coaching & Mentoring Toolkit

Your readiness to coach or to mentor

Activity: Stop to reflect.

>> Who am I today?

>> Who am I today in relation to my friends and family?

>> Who am I today in relation to the rest of the world?

>> Who am I today in relation to my job?

Coaching & Mentoring Toolkit 10

>> Who am I today in relation to my colleagues?

>> Who am I today in relation to this organisation?

>> Who am I today in relation to my coachee/mentee?

>> What are the differences in my answers to these questions?

>> Why are there differences in my answers?

11 Coaching & Mentoring Toolkit

Resource: Creating the right environment

The physical environment

• Location: Make this convenient for both of

The emotional environment

Coaching & Mentoring Toolkit 12

Activity: Stop to reflect.

• What did you do?

>> Why would some people prefer virtual coaching/mentoring conversations?