This document outlines strategies for applying coaching and mentoring in the workplace. It discusses distinguishing between coaching and mentoring, identifying principles for coaching others, and how coaching and mentoring can develop employees. The Grow model for coaching is introduced, which involves setting goals, understanding reality, exploring options, and establishing willingness. Learning contracts are also covered as a tool to clarify learning goals and roles between supervisors and employees. The overall message is that coaching, mentoring, and feedback are important for supervisors to facilitate employee growth and performance.

1. Applying Coaching and Mentoring Strategies in
the Workplace
Presented by
Your Name: Michelle A Grant

2. About this Module
• The goal of this module is to enable you to build employee capacity
through coaching and mentoring strategies towards enhancing team
members’ performance. It will also enable you to work more effectively
with subordinate staff members, either as a coach, mentor, facilitator or
counselor
• This module could also benefit employees in developing performance
objectives and those who regularly provide feedback to others.
•

3. Learning Objectives
At the end of the session participants should be able to:
• Distinguish Between Coaching and Mentoring
• Identify the Key Principles for Coaching and Mentoring Others
• Describe How Coaching and Mentoring help to Develop Employees
• Demonstrate Effective Feedback
• Use the Grow Model
• Develop a Learning Contract to facilitate employee development
• Appreciate their role as supervisors in the Workplace

4. Activity # 1 Do You Believe
Discuss the following statements among yourselves for five (5) minutes
• Supervision is Getting Things done through Others
• You need your Supervisees More Than They Need You
• You get paid for what employees do not what you do

5. Activity # 2 – Your Role as a Supervisor
Form Groups of two and write down what you believe are your roles in
developing employees.
You have 10 minutes for this activity. Be prepared to share and discuss

6. Roles of Managers and Supervisors
As a manager/supervisor you are the greatest influence for human
resources.
Enable Individuals to maintain maximum potential and productivity for
the Organization and themselves.
Facilitate the Development of employees

7. Manager/supervisor Role
Individual Learn in Different Ways:
• Competencies can be developed through Coaching
• Competencies can be taught
• Competencies can be learnt from an expert
• Past behaviours can be reviewed

8. Activity 3: My Coaching/Mentoring Story
Work in groups of two or three to answer the following:
• Think about people who brought out the best in you. What did they
do? What personal qualities did they exhibit?

9. Manager/supervisor Role
The manager/supervisor is a Coach, Trainer,
Mentor and Counsellor. The circumstances
dictate which role to play at a given time. All
managers/supervisors are expected to be able to
carry out these four roles when the need arises.

10. Manager/supervisor Role
Key Points
Recognition and Achievement are two most motivational factors for an
emloyee.
• Comments must be positive
• Talk about success rate not failure rate
• Describe behavior not the individual
• Recognize employee soon after the achievement occurs
• 3. Recognize employee soon after the achievement occur
•

11. Manager/supervisor Role – Effective Feedback
What is Feedback?
The transmission of
evaluative or
corrective
information about an
action, event, or
process.
Merriam-Webster Dictionary
Information provided to a performer
during or after an activity that enables the
performer to assess the success or failure
of his or her performance. Feedback is
regarded by many as the single most
important factor in the acquisition of
skills.
Sports Science & Medicine, Oxford Press

12. Why is Feedback Important
• Why is feedback important for supervision?
• Why should a good supervisor provide timely
feedback?

13. Why is Feedback Important?
Gain Results
Motivate
Employees
Improve Skills
Problem Solving
Foster Growth

14. What makes it difficult to give feedback?

15. Effective Feedback
What makes it difficult to give feedback?

16. Activity 4 – Feedback Experience
Think of Two Occasions When You have Received
Feedback. (Formal or Informal).
Write the Feedback and Identify If they were helpful

17. Types Feedback
Positive
Encourages Good
Feeling
Negative
Overly Critical
Hurt Feelings
Constructive
Focus On Problem
Solving
Punitive
Blaming

18. EFFECTIVE FEEDBACK
Refer to Behaviour that can be Changed
Offer Alternative
Be Descriptive rather than Evaluative
Own the Feedback
Leave the Employee with a Choice

19. EFFECTIVE FEEDBACK
• Be specific
• Focus on behaviour/actions, not on the person
• Be sincere, honest, and gentle.
• Focus on solutions.
• Use respectful statements.
• Choose appropriate timing & location.
• Check for understanding.
• Be consistent

20. EFFECTIVE FEEDBACK – SANDWICH APPROACH
• Provide balanced feedback
▫ Use positive statements and constructive statements.
• Use the “Feedback Sandwich”
1.A positive observation
2.A constructive observation
3.Another positive observation &
summary statement

21. ACTIVITY 5
On the Handout State the type of Feedback
and suggest alternative where applicable

22. ACTIVITY 6 - PRACTICE EFFECTIVE FEEDBACK
• Practice your skills at giving positive and constructive feedback with a
partner.
▫ Role Play 1: Late John

23. MENTORING AND COACHING
• Think about what you understand by the terms ‘coaching and
mentoring.
• Is There a Difference between the Two

24. Coaching
• “ A collaborative solution focussed, result-orientated and systematic
process in which the coach facilitates the enhancement of work
performance, life experience, self-directed learning and person growth
of the coachee.”
• Coaching can also be described as the process of observing and
intervening with an employee, with the goal of identifying skill-
improvement opportunities in support of short-term performance.

25. Mentoring
• Mentoring is an indefinite, relationship based activity with several
specific but wide ranging goals. It does not have to be a formal process.
The mentor is a works with either an individual or a group of people
over an extended time period.
• The agenda is open and continues to evolve over the longer term.
Mentoring seeks to build wisdom – the ability to apply skills, knowledge
and experience to new situations and processes.

26. Parallels between Mentoring and Coaching
• They are open and honest relationships between the mentor or coach
and their protégé. A mentor or coach is an ‘accountability partner’ who
works in their protégé’s best interests. He or she will bring a new
approach to either a specific skill or an entire career.
• Mentoring and coaching is not about teaching, instruction or telling
somebody what to do. The role of mentors and coach the right
questions to promote greater self-awareness and more informed
decision making. The role of mentors and coaches is not to solve
problems, but to question how the best solutions might be found.

27. Parallels between Mentoring and Coaching
• The role of mentors and coaches is ask the right questions to promote
greater self-awareness and more informed decision making.
• It is not to solve problems, but to question how the best solutions might
be found.

28. Watch The Video Below and Identify Differences
Between Mentoring and Coaching

29. Differences between Mentoring and Coaching
Fundamental differences
• Coaching really is about facilitating other people to achieve their
potential. A lot of it gentle nudges, sort of gently pushing people into
the right direction, but it's very much helping people to help
themselves.
• There is a slightly more directive element. Its about imparting your own
knowledge and expertise onto other people.

30. Responsibilities for of Coach and Coachee
•
Coach
Responsibilities
• Keep Focus on
Defined Goal
• Facilitate Coachee’s
Thinking
• Deliver Constructive
Feedback
Coachee
Responsibilities
• Generate Ideas and
Options
• Take Action to
Attain Goal
• Report Progress

31. Skills Require for the Coach/Mentor
Facilitate
Listen
Actively
Ask
Questions
Catalyst for
Change
Non
Judgemental

32. Skills Require for the Coach/Mentor
Build
Relationships
Care
Effective
Feedback
Support
Focus on
Growth

33. Effective Coaching/Mentoring
• Build Relationship of Trust and Support
• Care about the Coachee
• Focus on the Growth
• Support Skill Development
• observant
• ability to maintain confidentiality
• warm and confidence-inspiring personality
• objective and impartial in dealing with people
• willing to commit time and energy to learn mentoring or coaching skills
• Excellent Communication Skills
• Build Rapport

34. ATTRIBUTES OF A Mentor/Coach
• ability to recognise changes in mood and body language
• observant
• ability to maintain confidentiality
• warm and confidence-inspiring personality
• objective and impartial in dealing with people
• willing to commit time and energy to learn mentoring or coaching skills
• Excellent Communication Skills
• Build Rapport

35. ATTRIBUTES OF A Mentor/Coach
• ability to recognise changes in mood and body language
• observant
• ability to maintain confidentiality
• warm and confidence-inspiring personality
• objective and impartial in dealing with people
• willing to commit time and energy to learn mentoring or coaching skills
• Excellent Communication Skills
• Build Rapport

36. Coaching Analysis
• Identify the unsatisfactory employee performance.
• Is it worth your time and effort to address?
• Do subordinates know that their performance is not satisfactory?
• Do subordinates know what is supposed to be done?
• Are there obstacles beyond the employee’s control?
• Does the subordinate know how to do what must be done?
• Does a negative consequence follow effective performance?
• Does a positive consequence follow non performance?
• Could the subordinate do it if he or she wanted to?

37. Coaching Discussion
• Get the employee agreement that a problem exist
• Mutually discuss alternative solutions
• Mutually agree on action to be taken to solve the problem
• Follow up to measure results
• Reinforce any achievement when it comes
• Is it worth your time and effort to address?

38. GROW COACHING Model
Goals Reality Options WILL

39. GROW Coaching Model
Improve
Performance
Problem
Solving
Decision
Making
Learn New
Skills

40. The Key to the GROW Model
Powerful Questions
Examples:
1. What do you want to achieve from this coaching session?
2. What goal do you want to achieve?
3. How would you Describe What You Did?
4. What is Working Well?
5. What are Your Options?

41. The Key to the GROW Model
• What do you want to have happen?
• What would success look like ?Grow
• What is happening now?
• What factors favours success?
• What the obstacles been encountered?
Reality
• What are your options?
• What do you think you need to do next?
• What else could you do?
Options
• What do you think you need to do now?
• Which Option will you pursue?
• When are you going to Start?
Will

42. Activity 4
• Work with a partner.
• Describe a challenging situation from your work and personal life.
(Think simple!)
• Your partner will practice using the GROWS model to coach you.
• Each partner will take a turn as coach

43. LEARNING CONTRACT
A learning contract is an agreement negotiated between a learner and a
supervisor to ensure that certain activities will be undertaken in order to
achieve an indentified learning goal, specific evidence will be produced to
demonstrate that goal has been reached.
In the Workplace it is between the Supervisor and Supervisee

44. LEARNING CONTRACT
• A learning contract usually a Written record of:
• A series of Agreed Learning goals/objectives.
• The strategies and resources by which these goals can be met
• The evidence which will be presented to show that objectives have
been achieved and how it will be assessed
• A time line for completion

45. LEARNING CONTRACT
It Provides clarity of purpose (learning goals and experiences) and of roles
In addition it enables the employee to gain a sense of ownership to the
overall process
It also opens the path for the development ey transferable skills; such as
communication, personal effectiveness, reflective practice etc.

46. ADVANTAGES AND DISADVANTAGES LEARNING
CONTRACT
Advantages
• Support Individualized Learning
• Enhance Self Reflection
• Provide Employee with Clear
Goals
• Provision of pathways for
achieving these goals, based on
their own learning needs
Disadvantages
• Needs Careful Introduction
• Can be inflexible
• May devalue collaborative
Learning
• May Engender a Legalistic

47. Key Points
The Hospitality Industry is a Highly Competitive
Employees Performance is the Key to the Success of the Organization
Supervisor Role Assist Employees in Reaching Full Potential
Coaching and Mentoring are Critical Tools in Building Capacity

48. Wrap Up