Implementing Coaching and

Mentoring (5ICM)

Holborn
Evenings

Paul O’Sullivan

Class ID 3221084
Password - paul
 Learning Outcomes

LO1: Understand the nature, purpose and benefits of

coaching and mentoring in organisations.

1.1 Define and differentiate between the concepts

of coaching and mentoring

1.2 Assess the benefits of coaching and mentoring for

different stakeholders in organisations.
 Learning Outcomes

LO2: Understand the different ways coaching and

mentoring can be implemented in organisations

2.1 Explain and assess the different types of

coaching and mentoring that can be implemented
within organisations.

2.2 Evaluate the role of line managers within

coaching and mentoring
 Learning Outcomes

LO3: Be able to support the implementation of coaching

and/or mentoring programmes within an organisation.

3.1 Assess the factors which need to be considered when

implementing coaching and mentoring in organisations.

3.2 Make justified recommendations for how coaching and

mentoring activities could be developed and implemented.

3.3 Contribute to the development of coaching and

mentoring in an organisational context
 Group Exercise

• Have you ever been coached or mentored by someone – or

coached someone else ?

• What were the purposes of this coaching and mentoring?

• How was it delivered?

• Share your experiences with colleagues on your tables

and mentoring can be implemented in organisations

 Introduction
Training to Learning – A Shift of
Emphasis

• Traditionally, HRD was based on “pedagogy” – training centred on

the trainer or educator

• Educators and trainers today are increasingly focusing on the

learner’s own management of learning outcomes

• More emphasis on “andragogic” learning – centred on the learner,

where learners become the best judge of their own learning

• Modern emphasis on trainer as a learning “facilitator” – not

necessarily an expert on every subject, but an expert on
processes of learning and helping learners to learn

Reid, Barrington and Brown, 2004, p4

Andragogy/Pedagogy
Interventions
Pedagogical

e.g. assessments/
tests e.g. classroom/lecture

Individually Group
based based

e.g. e-learning, self- e.g. networking/social

directive learning learning

Andragogical
 Why the Change ?

• Research showing ineffectiveness of pedagogy in

developing adaptive employees who are able to solve
problems in changing times

• Economic circumstances and decreasing resources

• Impact of learning technologies

Is this happening in your organisations?

Why/Why not ?
In small groups, discuss and share your experiences
 CIPD Learning and Talent
Development Survey 2015

• Formal programmes and courses will continue to play a key

role in L&D.

• Findings suggest a growing shift towards creating a learning

culture, with increased use of internal knowledge-sharing
events, job rotation, secondment and shadowing, action
learning sets and collaborative and social learning.

• 25% anticipate greater use of user-generated content,

reflecting need for agility and flexibility in meeting bespoke
individual needs.
LO1: Understand the nature, purpose
and benefits of coaching and
mentoring in organisations.

1.1 Define and differentiate between the concepts of coaching

and mentoring
What are Coaching
and Mentoring?
 Exercise

Coaching and mentoring are both helping skills, but there is often a
great deal of confusion between different helping and support
mechanisms. The following activity will help to make the distinction.

In small groups,
1. Consider what you think are the differences between coaching
and mentoring
2. Analyse when each might be an appropriate L&D intervention,
and why
 Video Example

Is this coaching or mentoring? Why?

Evaluate the effectiveness of the help for the client.

https://www.youtube.com/watch?v=3A1iyPlXMF8
 Coaching and Mentoring

CIPD’s Factsheet (2014) states that:

“Coaching and mentoring are development techniques based on

the use of one-to-one discussions to enhance an individual’s skills,
knowledge or work performance.”

They are similar in that each is usually based on a one-to-one

relationship and conversation (though such methods can also be
used in groups), but they differ in the way that the help is provided
by the coach and the mentor.
 The European Mentoring and
Coaching Council (EMCC, 2013)
Definition of Coaching

“Coaching is a process limited to a specific period of time that

supports individuals, teams or groups in acting purposefully and
appropriately in the context they find themselves in. The coach
supports clients in achieving greater self-awareness, improved
self-management skills and increased self-efficacy, so that they
develop their own goals and solutions appropriate to their
context.”
 The European Mentoring and Coaching
Council (EMCC, 2013)
Definition of Mentoring

“Mentoring is a developmental process in which a more

experienced person shares their knowledge with a less experienced
person in a specific context through a series of conversations.
Occasionally mentoring can also be a learning partnership between
peers.”
 Coaching and Mentoring
(CIPD 2014)

Coaching

Targets high performance and improvement at work and usually

focuses on specific skills and goals, although it may also have an
impact on an individual’s personal attributes (such as social
interaction or confidence).

Typically lasts for a relatively short defined period of time, or

forms the basis of an on-going management style.
 Key Coaching Principles

• The coach is not the problem-solver but the facilitator.

• The coach uses skilled questioning to explore, guide,

focus, steer, facilitate, prompt, or encourage – but not
instruct.
 Coaching is not about….

• Giving advice
• Offering opinions
• Giving instructions
• Managing

And coaches don’t need to….

• Be an expert
• Know the right “answers”
• Be in control
• Be the person to “fix it”
 Stages of a Coaching Session

• Identification of the goal or objective

• Reflection on the current situation

• Exploration of ideas and options

• Development of a plan of action

Coaching Models
Examples
 The GROW Model
(Whitmore et al, 1992)

Most well-known model of coaching is GROW

Origins in the mid to late 1980s are attributed to Sir John Whitmore,
Alan Fine, and Graham Alexander.

GROW - an acronym summarising the four main stages of a coaching

conversation. There are various versions of what GROW stands for,
but the most common is:
GOAL
(CURRENT) REALITY
OPTIONS
WAY FORWARD
 The GROW Model in Action

https://www.youtube.com/watch?v=6f3X2PEsV-Q

Dee Wilkinson
 The STRIDE Model
(Will Thomas, 2004)

• Strengths: Affirm the positive throughout and draw attention to

their strengths.
• Target: What do you want to achieve as a result of this process?
• Reality: What is the current situation like now and what
obstacles are there to achieving
• your goals?
• Ideas: What could you do to address the situation?
• Decision: What are you going to do? What are the next steps?
• Evaluation: Check the decision: How committed are you to doing
this? Over time: What progress have you made towards meeting
these targets?
 CIPD Factsheet on
Coaching and Mentoring (2014)

Mentoring
Uses same models and skills of questioning, listening, clarifying and reframing
associated with coaching.

Describes a relationship in which a more experienced colleague uses his or her

greater knowledge and understanding of the work or workplace to support the
development of a more junior or inexperienced member of staff – though

Reverse mentoring (more junior colleague mentors a senior leader) can be effective
in encouraging sharing and learning across generations and/or between role levels.

Mentoring relationships work best when they move beyond the directive approach
of a senior colleague ‘telling it how it is’, to one where both learn from each other.
An effective mentoring relationship is a learning opportunity for both parties.
 Are Coaching and Mentoring
Mutually Exclusive ?

• In mentoring, the aim is goal / task- focused, to speed up the

mentee’s learning curve by the giving of advice and the passing
on of the greater experience of the mentor, i.e. “pushing in”.

• In coaching the process may be seen more as “pulling out”,

whereby the coach helps the coachee to clarify the issue for
himself and come to his / her own solutions.
 
• A mentoring relationship may develop into one of coaching as
the client matures and gains more experience.
How does this fit with your own experience?
So What is Counselling?

And how is this different to coaching and mentoring?

 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
Differences between Coaching
and Counselling
(Coaching and Buying Coaching
Services, 2008, CIPD)
Coaching
• Narrower focus
• The goal is to improve an individual’s
performance at work
• Tends to be a short-term intervention
• Coaching does not seek to resolve any
underlying psychological problems.
• It assumes a person does not require a
psycho-social intervention
• The agenda is typically set by the
individual, but in agreement
/consultation with the organisation
• Other stakeholders (for example
manager) are involved
Counselling
• Broader focus and greater depth
• Goal is to help people understand the root
causes of longstanding performance
problems/issues at work
• A short-term intervention, but can last for
longer time periods due to the breadth of
issues to be addressed
• Counselling can be used to address psycho-
social as well as performance issues
• The agenda is generally agreed by the
individuals and the counsellor
• Other stakeholders are rarely involved
 How Fuzzy Are the Boundaries ?

“Psychological assessment is a complex process that requires in-

depth and specialised training.
A professional coach will be keen to maintain the professional
boundaries between coaching and the traditional therapies and will
refer a client to an appropriate therapist/counsellor if they feel it will
be useful and appropriate.”

Coaching and Buying Coaching Services, 2008, CIPD

So when might it be appropriate? Think of some examples.

Relationship Between Coaching Style
and the Different Helping Behaviours

(Britnor-Guest and Willis 2004)

Holistic
Traditional Personal
Mentoring Coaching
Directive________________________________________________________Facilitative

Career Skills
coaching coaching

Specific