1. COACHING &
MENTORING
PRESENTED BY
GAVIN NOVIS

2. COACHING & MENTORING
GOALS OF THIS COURSE
To act & think like a coach & mentor
To understand the roles and techniques of the
coach or mentor
To expand your coaching & mentoring abilities -
within individuals or teams

3. COACHING
The development process used by
managers to empower individual
employees to perform at their best
A coach Needs To Know
Who the employee is
What the employee can or cannot do
What the employees goals are – aligned to
organizational goals
How to help employees to achieve them

4. THE COACH
“Doesn’t play the game”
C • Creatively assists employees to complete their work
O • Operates as individual or team member
A • Accounts for work & Accepts new challenges
• Co-operatively & Collaboratively moves work competencies to
C higher levels
H • Hears & Helps

5. Personal Coaching
Qualities
Adaptive – to individuals, particular situations
& resources
Breaks down organizational barriers – not
constrained by the illogic of systems or
marketplace
Is objective – emotional distance provides
clarity
Recognizes that all performance can be
enhanced – bad, good & exceptional
Keeps individuals & teams focused on goals –
gives clear answers to “Why we are doing
this”.

6. Mentoring
Beyond expectations, an
individual who invests
time & energy in
another person’s
personal or professional
growth potential

7. A Mentor
 Is a role model
 Builds relationships
 Enhances trust & commitment
 Does more than simply “teach you”
 Is a source of inspiration & direction
 Can give direction & purpose

8. Who Can Be Coached
Or Mentored?
Rookies & Experienced Executives –
Needs will be different, their
starting points varied, but their
desired outcome the same
Overall improvement & increased
personal & job satisfaction

9. Good Coaches & Mentors
 Don’t necessarily have all the
answers
 Have a lot of good questions
 Draw their employees in
 Let them participate in the
process
 Leave much of the decision
making up to them (Buy-in)

10. When Is Coaching &
Mentoring Important?
 They are not events – but ongoing
processes
 Done during setbacks & problems, &
when employees are learning new skills
 When employees either succeed or fail
 When employees are new, or show
potential
 When new opportunities are identified

11. Coaching & Mentoring
Appropriate For
New employees
Increasing levels of
performance
Developing new skills
Adapting to changes
Critical When
Initiating or building teams
New or existing team
members are learning people
or technical skills

12. What Is Most Difficult
About Coaching & Mentoring
 Putting yourself second
 Finding reward in success of others
 A sense of accomplishment in small wins
 Teams & individuals hold centre - stage – not you
 When things go wrong – accept responsibility
 During an emergency or crisis – a benevolent
dictatorship is probably more appropriate

13. Developing A Workplace Model
A continuous process – there will always
be a well-defined starting point,
signposts & other markers to let you
know where you are & what your next
step is.
Any model should be a sequence
of predictable steps that rolls back
on itself

14. The Coaching & Mentoring
Sequence
1 • Assess where the person is now
2 • Determine the individual’s goals & expectations
3 • Develop a plan to achieve the goals
4 • Implement the plan
5 • Evaluate the performance
6 • Give feedback

15. Step 1
Assessing where the
person is now
 Skills
 Job Knowledge
 Attitude
 Satisfaction

16. Step 2
Determining goals &
expectations
 Are they reasonable?
 Is their a realistic
timeline?
 Are the goals Measurable?
 Quantifiable?
 Attainable?

17. Step 3
Developing a plan
Training
What kind?
How can it be taught?
Coaching or mentoring
Seminar
When should it be taught?
BEST WHEN –
• Closely related to
implementation of new skills
• On-the-job
• Regular & continuous
Focus on Giving Experience
There are substitutes - none
are very good

18. Step 4
Implementing the plan
 How action will be
taken
 How chances will
be taken

19. Step 5
Evaluating
Performance
 Measured against
the standard/s
required

20. Step 6
Giving feedback
Focused on achieving the
goal of continuous
improvement
Then begin with Step 1 again

21. Encouraging Others
To Change Their
Behaviour
 People are capable of changing
 People cannot be made to
change
 People make their own decisions
 Intervening done in manner
showing care and respect
 People sometimes have right to
impose their will
 Interpersonal relationship skills
are necessary

22. INTERVENTION
The process of
assisting others to
consider changing
their skills, attitude,
behaviour or conduct

23. “Must” Intervention
Must be performed, because:
 Someone is doing something that
directly affects the intervenor
 It is the intervenors’ job to encourage
others to change

24. “Can” Intervention
 A strong relationship exists
between people
 One of the two has helpful
information
 They want to help the other person

25. Guidelines For A
“Must” Intervention
1. Initiate the communication
2. State your concern
3. Involve the other person in
finding a solution
4. Ensure alternative solution is
satisfactory
In the face of any resistance -
shift to active listening

26. Guidelines For A
“Can” Intervention
1. Ensure a relationship is built
with other person
2. State nature of the concern -
ask for permission to
continue
3. Wait for permission before
continuing
4. Share personal concerns
5. Be Specific
6. Be brief & state the concern
only once

27. How To Intervene
The Unmotivated Employee
 Determine if the employee is
really unmotivated
 If the employee is really
unmotivated
• People get excited about
work they enjoy
• They find enjoyment through
being challenged
• Focus on both group &
personal goals
• Ask enough questions

28. The Know–It–All (K.I.A.)
 In order to redirect them,
focus on goals of the
whole group as well as on
individual goals
 If the K-I-A is wrong, ask
enough questions that it
becomes apparent
 Increase the employee’s
responsibility to prevent
meddling
 Confront the behaviour
before it causes problems
with others

29. The Risk Taker
Can be a positive trait
 Find ways to put that
creativity to good use
 Assign jobs that they do best
 Continually challenge them
 Assign challenging work
 Move them out of their
comfort zone
Recognize that risk takers are
people who see things
differently – can be valuable
assets
 Give them the freedom to
make mistakes
 Make the experience an
opportunity for all to learn
from

30. The B.A.L.T.Y.
Been Around Longer Than You
 Tell them often how you appreciate
their contribution to the team
 Tell them their talents are welcomed &
they make a difference
 Ask what they would like to do
differently
 Seek their advice & use it
 Make them resident experts
 Encourage others to use them as
‘sounding boards’

31. The Superstar
 We must always challenge them
 They can handle responsibility
 Identify what makes them a star
 Cultivate their leadership
abilities
 Pave the way for them to move
ahead
 Don’t show favoritism
 Don’t create problems where
there are none
 Beware of burnout

32. 4 Types of
Interventions
1. Counseling
2. Encouraging
3. Coaching &
Mentoring
4. Confrontation

33. Counseling
 Attitudinal or Behavioural
Problems
 Personal Problems
 Used to redirect/focus
employees back into goals of the
organization
 Requires specific skills
ASKING QUESTIONS to discover
real reasons or to get to root of
the problem
LISTENING ACTIVELY to show
empathy, to be objective &
focused & to show understanding

34. Counseling
 Get the facts
 Select an appropriate place
 Give reasons for the
intervention
 Look for causes, not just
symptoms
 Help the individual to improve
 Give the employee the
opportunity to make the
correction

35. Encouraging
 Necessary with
• New employees
• Employees needing to grow &
• develop
• Employees with untapped
potential
 Requires insights & objectivity
• Provides direction
• Demonstrate what needs to be
done
• Where to go
 Show & share expertise
Allowing employees to shadow you
 Support & encourage employees
to grow into their careers

36. How To Encourage
 Be Consistent
 Be Honest
 Emphasize Behaviour
 Praise soon after the event
 Be Proportionate
 Be Specific

37. The Trainer Or Mentors
10 Step Process
INITIAL FACT FINDING SETTING THE STAGE
 What was covered in previous  Praise what they do well
sessions?  Briefly describe the
 What goals were set & were opportunity for change/growth
they met? as you see it
 Am I being objective?
 Do I know this persons  Communicate expectations
strengths, weaknesses & for the session
challenges?
 What are the goals for the
session?
 What must happen as a result
of the session?

38. 10 Step Process
DEFINE CHALLENGES AGREE ON FACTS
& PROBLEMS  Clarify
 Listen actively  Summarize
 Ask questions – employee
will define best
 Reflect & paraphrase their
SEARCH FOR
perceptions OPTIONS
 Let people vent – don’t  Ask questions & listen
interrupt & manage your  Employee should come up
reactions with solutions
 Keep employee on track –  Guide employee to other
offer your perceptions options if not practical
 Describe behaviour only –
objective, descriptive &
specific
 No judging

39. 10 Step Process
PRIORITIZE THE DEVELOP AN ACTION
OPTIONS PLAN
 Evaluate the consequences  Determine specific training
of each one steps
 Rank in descending order of  When to begin
preferred solutions  Define the activities
DEFINE YOUR
TIMELINES
 When & how often
 Duration of sessions

40. 10 Step Process
LEAVE THEM ON AN FOLLOW UP
“UP NOTE”  Monitor milestones
 Praise them one more time  Evaluate performance
on ending against standards agreed to in
 Express appreciation for the action plan
their efforts & contributions to  Redirect & reassess
the organization  Begin the cycle again

41. Confrontation
Is difficult
 Uncomfortable
 Most people aren’t very
good at it
 Used when other methods
have failed
 Requires development of
questioning techniques
 Reduces conflict &
confrontation
 Reduces defenses
 To gather facts
 Focus on solutions & goals
 Create action plans

42. Conflict Handling
Behaviours
Accommodation
Compromise Collaboration
Competition Avoidance

43. Competition
 Achieve goals &
further interest
regardless of impact
on others
 Competition &
domination
 WIN-LOSE Struggle

44. When To Compete:
 Quick decisive action
 Important issues with unpopular courses of action
 Vital issues when you’re right
 When people take advantage of non-competitive behaviour

45. Negative
Consequences
of Competition
 Surrounded by “Yes” people
 Distorted perceptions
 Reduced communications
 Damage to relationships
 No commitment
 Constant “Policing”
 Fear of admitting ignorance/uncertainty

46. Accommodation:
 Place
 Maintain opponent’s
relationship
through self- interests
sacrifice above own
Appease opponent

47. When to Accommodate
 You’re wrong
 Issue more important to others
 Need “credit” for a larger, more
important issue
 Competition damaging
 Preservation of harmony important
 Develop subordinates through
errors

48. Negative
Consequences
of accommodation:
 Frustration
 Self-esteem  Decrease
undermined influence
 Relinquish  Laxity in
best solution discipline

49. Avoidance
Recognise conflict, but:
 Withdraw
 Suppress conflict

50. When to Avoid
 Already a lost cause
 Damage outweighs benefits
 Need more info
 Need time to cool down, compose, gain perspective
 When others can resolve it
 Symptomatic of something larger

51. Negative Consequences
of Avoidance:
 Decisions by default
 Unresolved issues
 Saps energy
 Self-doubt
 Prevents creative input
 Lack of credibility

52. Compromise:
 Each party
gives
up something
 No winner or
loser

53. When to Compromise
Moderately important goals
 Equally strong & committed
opponents with mutually exclusive
goals
 Temporary settlements on complex
issues
 Expedient solutions under time
constraints
 Back-up to collaboration or
competition

54. Negative
Consequences of
Compromising
 Lose sight of larger issues
 Cynical Climate
 No-one is fully satisfied
 Short-lived solutions

55. Collaboration
 Co-operate to satisfy all parties concerned
 Solve problems & clarify differences
 Viewpoints focused
 Consider all alternatives
 WIN-WIN approach

56. When to Collaborate
 Concerns too important to compromise
 Better understand others
 Need to merge diverse insights
 Commitment increased through consensus
 Working through hard feelings

57. Negative
Consequences of
Collaboration
 Waste time on insignificant
issues
 Ineffective decisions from
uninformed people
 Unfounded assumptions
about trust

58. Was The Session
Successful?
1. WAS IT MUTUAL? The other person spoke more than you
There was 2 – way communication
2. WAS IT You managed your emotions
RESPECTFUL? You gave real attention to other person’s
ideas
You valued their opinions
3. WAS IT SOLUTION You didn’t defend or rationalize the problem
& OPPORTUNITY The focus was on goals
FOCUSED? You fixed the problem – not the blame
You ended with an action plan
4. WAS IT You began with an end in mind
STRUCTURED / You didn’t just react on the spur of the
PLANNED? moment

59. Was The Session
Successful?
5. DID YOU MAINTAIN The person asking the questions is always in
CONTROL? control
When you asked questions, you waited for
the answer
If you felt you were losing control, you asked
more questions
6. DID YOU FOCUS ON Don’t “toss the kitchen sink”
ONE TOPIC PER To begin with – you have not been giving
SESSION? consistent feedback
7. WHAT HAPPENED Did your intervention result in any positive
DURING THE change behaviours?
SESSION?