Half day open training event held in Toronto.

1. Coaching and mentoring
by Toronto Training and HR
March 2013

2. 3-4 Introduction to Toronto Training and HR
5-6 Qualities of great coaches
Contents 7-9
10-11
Are you suited to being a coach?
Framework for an effective coaching session
12-13 A coaching style of leadership
14-16 Common coaching mistakes
17-18 GAPS analysis
19-20 Coaching for HR professionals
21-24 Building a long-term coaching relationship
25-27 Performance-based coaching
28-29 Drill
30-33 The role of mentors
34-36 A mentor partnership agreement
37-39 Reverse mentoring
40-41 Marketing your mentoring program
42-43 Transformational leadership and mentoring
44-46 Ensuring a corporate mentoring program is
effective
47-49 The value of mentoring
50-51 Conclusion and questions

3. Introduction
Page 3

4. Introduction to Toronto Training
and HR
Toronto Training and HR is a specialist training and
human resources consultancy headed by Timothy Holden
10 years in banking
10 years in training and human resources
Freelance practitioner since 2006
The core services provided by Toronto Training and HR
are:
Training event design
Training event delivery
Reducing costs, saving time and improving
levels of employee engagement
Services for job seekers
Page 4

5. Qualities of great coaches
Page 5

6. Qualities of great coaches
• Have a spirit of generosity
• See the best in others
• Have high self-esteem
• Are emotionally mature
• Are interpersonally courageous
• Have uncommon compassion
• Are lifelong learners
• Are strong enough to bend
• Have an accepting nature
• Have a perpetual optimistic
bias
Page 6

7. Are you suited to being a
coach?
Page 7

8. Are you suited to being a coach?
1 of 2
• People already come to you
for guidance
• You have empathy and
connect easily with others
• You naturally ask people
many questions to discover
their perspective
• You emphasize
relationships and results in
appropriate balance
• You love learning about
what makes high-
performing people tick

9. Are you suited to being a coach?
2 of 2
• People tell you that you are
positive and see new
possibilities
• You are good at thinking on
your feet and improvising
• You have no problem being
on equal footing with
successful, ambitious
people
• You get frustrated by one-
time training programs
• You genuinely care about
helping people improve

10. Framework for an
effective coaching session
Page 10

11. Framework for an effective
coaching session
• Checking-in
• Looking back
• Continuous learning
• Making progress
• Building energy
• Current issues
• Being helpful
• Diving in
• Advancing action
• Planning to reconnect
Page 11

12. A coaching style of
leadership
Page 12

13. A coaching style of leadership
• Link your intentions to your
strategic priorities
• Communicate and stand by
a vision for coaching
• Invest, measure and
evaluate
• Focus on coaching as a
leadership style
• Experiment and adapt
• Keep an open mind
Page 13

14. Common coaching
mistakes
Page 14

15. Common coaching mistakes 1 of 2
• Trying to be a great coach
• Working too hard
• Not saying what needs to be
said
• Neglecting to ask the person
being coached how you can
be most helpful
• Assuming the person being
coached is a challenge to
overcome or a problem to be
fixed
Page 15

16. Common coaching mistakes 2 of 2
• Talking too much
• Owning the outcome
• Giving well-meaning advice
• Steering the conversation
towards the oath you know is
best
• Finishing without a
commitment
Page 16

17. GAPS analysis
Page 17

18. GAPS analysis
• What coaching is
• What coaching isn’t
• Assessing effectiveness
• GAPS
• Feedback
• Questions
• Silence
• The GROW model
Page 18

19. Coaching for HR
professionals
Page 19

20. Coaching for HR professionals
• Skill benefits
• Barriers
• Listening
• Asking questions that lead
to opportunity
• Focus on the outcome and
not the stories of the
employee
Page 20

21. Building a long-term
coaching relationship
Page 21

22. Building a long-term coaching
relationship 1 of 3
• Have great expectations for
the person being coached
• Accept nothing less than their
very best efforts during the
coaching process
• Help them broaden their
world-view by constantly
challenging their thinking and
sharing alternate perspectives
Page 22

23. Building a long-term coaching
relationship 2 of 3
• Coach to their values, beliefs
and aspirations encouraging
them to set their own personal
standards of performance
• Help them discover or
rediscover the parts of
themselves that are most
unique and most treasured
• Always treat them with dignity
and respect especially when
they are not at their best
Page 23

24. Building a long-term coaching
relationship 3 of 3
• Recognize and celebrate every
breakthrough and victory no
matter how small
• Always work at their most
fertile growing edge
• Be generous with your
kindness and empathy when
they struggle with the
emotions, self-doubt and
uncertainty of learning and
development
• Tell them things other will not
Page 24

25. Performance-based
coaching
Page 25

26. Performance-based coaching 1 of 2
SMALL, FREQUENT PRACTICE
• Learners write down the tasks they
plan to do to apply what they have
learned and the time frame for
execution-the act of writing it down
creates a sense of empowerment and
suppresses resistance to change
• A coach facilitates periodic
conference calls or meetings every
few weeks so learners can share the
tasks they have created for
themselves
Page 26

27. Performance-based coaching 2 of 2
SMALL, FREQUENT PRACTICE
• Learners write down what they learn
as a consequence of executing their
tasks
• In review sessions takeaways are
discussed, ideas are shared and new
tasks are developed that leverage the
takeaways
• This collaboration fuels interest and
passion to raise each person’s level of
performance so the group travels the
road to greatness together
Page 27

28. Drill
Page 28

29. Drill
Page 29

30. The role of mentors
Page 30

31. The role of mentors 1 of 3
• Teacher
• Guide
• Counsellor
• Friend
• Advisor
• Role model
Page 31

32. The role of mentors 2 of 3
• May not be all of the roles
at the same time
• May not be all of the roles
for a particular relationship
• Role is usually determined
by the relationship and the
needs of the
protégé/mentee
• To develop a trusted
relationship
• To understand that the
relationship is two way
Page 32

33. The role of mentors 3 of 3
• Both will learn from the
experience
• Maintain confidentiality
• Socratic style of teaching
• Develop their critical
thinking skills
Page 33

34. A mentor partnership
agreement
Page 34

35. A mentor partnership agreement
1 of 2
AGREEMENT ELEMENTS
• Well-defined goals
• Work plan for learning
activities and tools used
• Success criteria and
measurement
• Positive relationship and
harmony ground rules
• Boundaries and barriers
• Resolving stumbling blocks
• Accountability and review
of mentoring partnership
progress

36. A mentor partnership agreement
2 of 2
ACCOUNTABILITY REVIEW
• Hold regularly scheduled
sessions
• Come prepared to sessions
with any assignments
completed
• Clear up
miscommunications and
confusions
• Do check-ins to ensure
learning objectives are still
on track
• Regular feedback which is
two-way

37. Reverse mentoring
Page 37

38. Reverse mentoring 1 of 2
• Unequal status of partners
• Knowledge sharing with the
mentee focused on learning
• Emphasis on professional
and leadership skill
development of mentors
• Commitment to the shared
goal of support and mutual
learning
Page 38

39. Reverse mentoring 2 of 2
• Comparisons to traditional
mentoring
• Relationship characteristics
• Outcomes
• Key antecedents
Page 39

40. Marketing your mentoring
program
Page 40

41. Marketing your mentoring program
• Announce the program
from the top down
• Hold a couple of short
information sessions
• Use testimonials and
success stories to
communicate benefits
• Make the application
process straightforward
Page 41

42. Transformational
leadership and mentoring
Page 42

43. Transformational leadership and
mentoring
• Individualized consideration
• Idealized influence
• Inspirational motivation
• Intellectual stimulation
Page 43

44. Ensuring a corporate
mentoring program is
effective
Page 44

45. Ensuring a corporate mentoring
program is effective 1 of 2
• Pilot mentoring programs,
collect feedback and adjust
the program accordingly
• Have specific objectives-think
about these in the initiation
phase
• Get buy-in from senior
management
• Face to face mentoring
requires more resources and
effort from employees too
Page 45

46. Ensuring a corporate mentoring
program is effective 2 of 2
• Online mentoring can help
when employees are spread
across the globe and when
resources are limited
• Invest in mentoring software
Page 46

47. The value of mentoring
Page 47

48. The value of mentoring 1 of 2
• Stronger corporate culture
– a mentoring culture
• Better positioned to attract
and retain – “we support
and maintain a mentoring
culture”
• Employees with mentors
make more money, are
better socialized into the
organization and are more
productive
Page 48

49. The value of mentoring 2 of 2
• Employees experience less
stress, and get promoted
quicker
• Organization sees increased
employee engagement and
productivity
• Positive work culture – a
mentoring culture
Page 49

50. Conclusion and questions
Page 50

51. Conclusion and questions
Summary
Videos
Questions
Page 51