UNIT 5 : COACHING, MENTORING,

MEDIATING

THE MENTORING PROGRAM OF [COMPANY

NAME]
TRAINING FOR EMPLOYEES
 Coaching

for

performance
This presentation has been taken from The Coaching Toolkit
Shaun Allison and Michael Harbour, (SAGE) 2009.
Coaching helps us to:
Identify and clarify issues

Solve problems

Commit to action

Develop skills, motivation, confidence

and self-esteem

and that includes coaches!

 Why coaching?

Holding onto core beliefs about the people you coach is at the
heart of what makes coaching so powerful as an agent of
change. When you communicate confidence and trust in another
persons ability to make choices, their performance goes up.

(Thomas W. and Smith A. (2004),

Stafford, Coaching Solutions. Network Educational Press.)
 Why coaching?

there is a much better chance of learning from someone in the next classroom
than from someone 20 miles away
(Reynolds D. (2003) News & Opinions, TES 20 June.)

Training courses and workshops fail to make a long-term impact on classroom practice.

(Joyce, B. and Showers, B. (1995) Student Achievement through Staff Development. White Plains, New York places:
Longman.)

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 Why coaching?
5% of managerswill transfer a new skill into their
practice as a result of theory
10% will transfer a new skill into their practice with theory
and demonstration
20% will transfer a new skill into their practice with theory and
demonstration and practice within the training

25% will transfer a new skill into their practice with theory,
demonstration, practice and feedback within the training

90% will transfer a new skill into their practice with theory,
demonstration, practice and feedback within the training, and
coaching support in organization
 Important Beliefs about Coaching
We all have untapped potential to learn and to
improve what we do
The solutions to each persons professional
challenges are to be found within the
organization
Those who share their skills as coaches will
inevitably improve what they do
The limits to achieving our potential are
largely self-imposed.
 Principles of coaching
1. Confidentiality
2. Trust
3. Non-judgemental, non-critical support
4. A belief in the coachees capacity to learn,
develop and change
5. Recognising strengths; building and maintaining
self-confidence and self-esteem
6. Challenging the coachee to move beyond the
comfort zone
7. A belief that there are always solutions to issues
8. Breaking down big challenges into manageable
steps
 Coaching helps people to:

Clarify and identify issues

Solve problems
Commit to action
Develop skills, motivation, self-esteem
and confidence
 How is coaching different from other
helping processes?
Non-directive
Counselling
Coaching
Facilitating
Advising
Mentoring
Guiding
Directing
Directive
 Coaching
A helping skill
Non-directive and non-judgemental
Focuses on solutions
Advice is not given
Belief that the coachee has the answers
Focuses on the coachees strengths
Commits the coachee to specific action
Enables the coachee to evaluate her/his
progress
Promotes a high degree of independence
Uses the skills of questioning, clarifying,
reflecting, observing and giving feedback
 Counselling

Looks backwards and at the present

Non-directive
Advice is not given
Not usually solutions focused
Tends to enable the client to understand
emotions and their source.(Why do I feel
as I do?)
Belief that the client has the answers
May promote a degree of dependence
May use the skills of questioning,
clarifying, reflecting and observing
 Coaching skills

Listening

Questioning

Clarifying

Reflecting
Please Refer to Unit 3 & 4
 The FLOW Model for structuring coaching
sessions
Find the challenge

Look at reality

Open possibilities

Win commitment

(From Powell, G. Chambers, M. and Baxter, G. (2001) Pathways to

Coaching. Bristol: TLO.)
 Top 5 coaching mistakes

1. Failure to establish a trusting and protected

environment
2. Talking too much
3. Not providing a closed loop feedback solution
4. Mentoring or supervising during coaching time
5. Coaching time is not given priority
(Hahn, 2008)
 The STRIDE model
Coaching sessions focus on:

Strengths awareness of the colleagues or staffs

strengths
Targets agree a focus and challenge to work on
Reality agree the present reality and what things
need to change
Ideas and options help the staff/colleague to weigh
up the options
Decide which is best and commit to action
Evaluate:
is this the best place to start?
what has happened, over time, as the result
of the commitment?
VIDEO PRESENTATION 1

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MENTORING

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 What Is Mentoring?

Mentoring is a career development method

whereby less experienced employees are
matched with more experienced colleagues for
guidance either through formal or informal
programs.
Employees (mentees) pair with more
experienced co-workers (mentors) in order to
gain knowledge, skills, experience, information
and advice.
Anyone at any job level may participate and
benefit from a mentoring relationship.

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A fundamental difference between a mentor
and an adviser is that mentoring is more than
advising; mentoring is a personal as well as a
professional relationship. An adviser might
or might not be a mentor, depending on the
quality of the relationship. . . Everyone
benefits from having multiple mentors of
diverse talents, ages, and personalities.

National Academy of Sciences: Adviser, Teacher, Role Model, Friend: On Being a

Mentor to Students in Science and Engineering p. 15
http://www.nap.edu/readingroom/books/mentor
 Difference Between Mentoring and Coaching

Coaching is a training method in which a more

experienced or skilled individual provides an employee
with advice and guidance intended to help him or her
develop skills, improve performance and enhance the
quality of his or her career.
Coaching is different from mentoring in that:
1. Coaching is usually used during first few months of employment
to train a new employee. Mentoring may occur at any time
during the employment relationship.
2. Coaching is used by a manager to develop a direct report.
Mentoring relationships are not between managers and direct
reports.
3. Coaching may be first level manager uses with direct report for
progressive discipline. A mentor may not use progressive
discipline with a mentee.
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 A mentoring program is important to an organization a
Mentoring Program
1. Encourages mutual loyalty between employee and employer.
2. Increases employee retention.
3. Promotes diversity.
4. Helps new employees acclimate to job and company culture more
quickly and increases their learning curve.
5. Improves organizational performance.
6. Increases employee productivity.
7. Creates a greater sense of involvement in their company and
career.
8. Increases employee morale.
9. Supports innovative work environment.
10. Assist expatriates and inpatriates in adapting to the language,
culture and different working relationships.
11. Increases creativity and exposure to new ideas.
12. Contributes to the development of a cooperative, productive and
service-oriented environment.

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 A mentoring program is important to a mentor

1. Represents making a difference to the organization,

profession and the mentee.
2. Provides the fulfillment and satisfaction of helping
others.
3. Gives payback for the support received from others in
the past.
4. Expands effective communication skills.
5. Increases experience and skills for career development.
6. Provides an opportunity to communicate corporate
values.
7. Creates a sense of team within work group.
8. Creates work allies.

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 A mentoring program is important to a mentee
1. Helps provide professional development.
2. Demonstrates the employer recognition of knowledge, skills and
abilities of the mentee.
3. Usually helps to advance career more quickly.
4. Increases confidence.
5. Develops creative and independent thinking.
6. Helps acclimate the mentee to his or her job and company culture
more quickly.
7. Assist in the transition to workplace and life after college for new
graduates.
8. Help off-site employees feel more in touch socially and
professionally.
9. Results in a greater awareness of organizational politics and
culture.
10.Provides an appreciation and effective use of networking.
11.Develops proactive approaches to tasks and projects.
12.Creates a movement toward expert status.
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 Types of Mentoring
Relationships
a. Structured/Short term
New employees, new grad students
b. Structured/Long term
Groomed to take over position, master a trade
or craft
c. Informal/Short term
Off the cuff, brief contact, strong intervention
d. Informal/Long term
friendship mentoring, available to listen and
advise
 Characteristics/Components of a Good Mentoring Relationship

1. Genuine interest from both the mentor and the

mentee.
2. Time to participate.
3. Commitment.
4. Confidentiality.
5. Clear, open, two-way communication.
6. Excellent listening skills.
7. Self-motivation.
8. Mutually established and clear goals.

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 How Mentoring Program Works

1. Mentee identifies mentorusually someone in a career

or position that the protg aspires to.
2. Mentee requests meeting with potential mentor.
3. Mentee/mentor discuss goals for a mentoring
relationship.
4. If mutual goals are established, mentee/mentor discuss
mentoring relationship with direct managers.
5. If everyone is in agreement, mentee, mentor, managers
and HR signs mentoring agreementusually for one
year.
6. Mentee/mentor develop mentoring action plan with set
meeting times, monthly goals and reviews every three
months.

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 Evaluating the Mentor/Mentee Relationship

1. Do we believe we are a suitable match?

2. How often have we met?
3. Do we feel energized after meeting?
4. Are we satisfied with the amount of time we are
investing?
5. What did we set out to accomplish together?
6. How do we believe were doing?
7. Should we shift our goals at all?
8. How are we doing in honoring the agreements we made
in our Mentoring Action Plan and Agreement? What are
we each doing right that has made this partnership
work as well as it has?

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 Evaluating the Mentor/Mentee Relationship (contd)

9. What signals did we give that demonstrated we could trust each

other?
10. Did we accomplish our mentoring goals?
11. What do we appreciate about each other?
12. How have we helped each other grow?
13. If this were the last time we were ever going to see each other,
what would we want to be sure to express in the way of
gratitude?
14. In what specific ways have we observed the mentoring program
improving the organization?
15. How can we apply (leverage) what we learned in the program to
other aspects of our job/relationships?

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 Mentoring vs Coaching

Mentoring Coaching

Ongoing relationship that can last for a Relationship generally has a set duration
long period of time

Can be more informal and meetings can Generally more structured in nature and
take place as and when the mentee meetings are scheduled on a regular
needs some advice, guidance or support basis

More long-term and takes a broader Short-term (sometimes time-bounded)

view of the person and focused on specific development
areas/issues

Mentor is usually more experienced and Coaching is generally not performed on

qualified than the mentee. Often a the basis that the coach needs to have
senior person in the organisation who direct experience of their clients formal
can pass on knowledge, experience and occupational role, unless the coaching is
open doors to otherwise out-of-reach specific and skills-focused
opportunities
From: http://www.brefigroup.co.uk/coaching/coaching_and_mentoring.htm
 Mentoring vs Coaching

Mentoring Coaching

Focus is on career and personal Focus is generally on

development development/issues at work

Agenda is set by the mentee, with the The agenda is focused on achieving
mentor providing support and guidance to specific, immediate goals
prepare them for future roles

Mentoring resolves more around developing Coaching revolves more around specific
the mentee professional development areas/issues

From: http://www.brefigroup.co.uk/coaching/coaching_and_mentoring.htm
 Counseling vs Coaching
Counselling Coaching
Broader focus and greater depth Narrower focus
Goal is to help people understand the root The goal is to improve an individuals
causes of long-standing performance performance at work
problems/issues at work
A short-term intervention, but can last for Tends for be a short-term intervention
longer time periods due to the breadth of
issues to be addressed
Counselling can be used to address Coaching does not seek to resolve any
psycho-social as well as performance underlying psychological problems. It
issues assumes a person does not require a
psycho-social intervention
The agenda is generally agreed by the The agenda is typically set by the
individuals and the counsellor individual, but in agreement/ consultation
with the organisation
Other stakeholders are rarely involved Other stakeholders are involved

From: http://www.brefigroup.co.uk/coaching/coaching_and_mentoring.htm
Progression of Formal Relationship
 Are You Ready to be a Mentor?

> Have appropriate background

Credibility
Solid, established background
Required technical and skills
Respected for standards
> Emotional/psychological ready for
responsibility?
Communicate high expectations/positive
Is a good listener
Is empathetic
> Time, freedom to commit?
 Important Characteristics as a
Mentor
1. Active listening
2. Coaching skills
3. Effective confrontation
techniques
4. Conflict resolution
 A mentors should avoid

1. Criticising
2. Repetition of Shortcomings
3. Absolute statements - You are
always or never something
4. Providing unsolicited advice
5. Rescuing people from problems
they created
VIDEO PRESENTATION 2

37
Mediate To Motivate

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 Pray one hour before going to war,

Two hours before going to sea,

Three hours before getting married,

(and four hours before going to court).

- Indian Proverb (modified)

There are no
losers

Only winners

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 Conflict Defined

Two or more interdependent parties who perceive

incompatible goals, scarce resources, and
interference from others in achieving that goal
(Hocker & Wilmot, 1995)

Competition between interdependent parties who

perceive that they have incompatible needs, goals,
desires, or ideas (Van Slyke, 1999)

The interaction of interdependent people who

perceive opposition of goals, aims, and values, and
who see the other party as potentially interfering
with the realization of these goals (Putnam &
Poole, 1987)
 Origins of Conflict

Four Events that precipitate interpersonal

conflict
> REBUFFS
Failure to respond to appeal for desired action
> ILLEGITIMATE DEMANDS
Unjust or extreme request
> CRITICISMS
Unfavorable or demeaning verbal or nonverbal act
> CUMULATIVE ANNOYANCES
Repetition of instances that crosses tolerance threshold
 Origins of Conflict

Five Factors that favor the development

of conflict
> Frequency of Occurrence
> Goal Mutuality
> Goal-Path Uncertainty
> Attribution of Cause
> Negative Feelings

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 Consequences of Conflict

Negative Consequences
> Less Effective
> Suboptimal Productivity
> Inhibited Cognitive Functioning

Positive Consequences
> Identify and Better Understand Issues
> Clarify Issues
> Creative Solutions
 Why Mediate?
I. Reduce uncertainty
II. Preserve relationship
III. Confidential
I. Rules
II. Contract
III. Court
IV.Cost effective
V. Efficient
 What Mediators Do

1. Create a safe environment

2. Listen and elicit information
3. Assist parties as they clarify meaning and
define issues
4. Problem solve through option generation
5. Facilitate negotiations
6. Record agreements
 More than Going from Dispute to
Resolution

Uninformed Informed
Agitated/Angry Calmer
Confused Clear
Misunderstood Understood/Accepted

Nobody Somebody
Blame Responsibility
Huh? Aha!
 Attitude

How we THINK
influences what we SAY
and Do
 Mediation Mindset

1. Objective
2. Non-judgmental
3. Accepting
4. Trust in the youth
5. Re-define Control
6. Does not assume
7. Check our own baggage
8. BE FULLY PRESENT!
 What
Mediation
Looks Like ?
 Room A
9:00 a.m.

M = Mediator
Room A

11:00 a.m.

Room B M = Mediator
Room A

M
1:00 p.m.

Room B M = Mediator
 Room A
4:00 p.m.

M = Mediator
Can You Let Go of Your
Own Needs
and Listen?
 Listening Like a Mediator

1. Remain detached mentally and emotionally

2. Refraining from advice giving, agreeing or
disagreeing
3. Maintaining an awareness of your body
language
4. Patience
5. No judging or blaming
6. Sincerity
 Mediation Toolbox

Listening Responding Bridging Differences

To hear To acknowledge To promote
> Content and clarify by understanding
> Emotions Paraphrasing Summarizing
> values Summarizing Questioning
Questioning Reframing
Reframing
Reflecting
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 Acknowledgement

Listen and hear others where they are

Let them know you have heard them
Acknowledging is not agreeing
Acknowledging does not mean you give up your
view point
Requires recognizing where you differ and
where you might agree
 Why Acknowledge?

Can soften an attitude enough to change

stubborn to willing
People want to know you have heard them
Prevents escalation in a conflict
Encourages conversation and avoids blame
 Acknowledging Skills

Acknowledge both feeling and content

as appropriate
Use objective clear language
Start with a variety for statements:
So for you
If Im hearing you
From your point of view
You sound
You seem
VIDEO PRESENTATION 3

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