coaching n mentoring participant booklet

7/31/2019 Coaching n Mentoring Participant Booklet

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COACHINGAND

MENTORING

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All rights reserved. This publication may not be reproduced, stored in a retrieval system, or transmitted inwhole or in part, in any form, or by any means, electronic, mechanical, photocopying, recording, or

otherwise, without the prior written permission of Gregory D. Wilkie

2006, Gregory D. WilkiePO Box 141695 Anchorage, Alaska 99514-1695

(907) 332-0500 [email protected]

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Course Agenda

Coaching and Mentoring (4 hours total)Provided as one four-hour long (half-day) session

Coaching And Mentoring In The WorkplaceIntroduction

Exercise

Foundations of ManagementManagement Functions

Organizations As Open Systems

The Bottom Line

Three Things

Transitioning From Worker To ManagementActivity

Behavioral FoundationsBiology, or Environment?Who We Are, How We Are

Orientations InventoryModels of Behavior

MentoringSample Definitions

Four Commitments of MentoringExercise

What Is Mentoring? Why Is It Important To You?Informal MentoringFormal MentoringSelf-Facilitation

PassiveProactive

CoachingSome Definitions Of CoachingCore Coaching Capabilities

KnowledgeSkillsBehaviors

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Course Agenda (Continued)

Coaching and Mentoring (Continued)Coaching (Continued)

Six-Step Model of CoachingPreparing For Coaching

Exercise

Coaching and Mentoring ApplicationsClean Sweep Program

Appendix

Bibliography

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COURSE OBJECTIVES

DESIRED RESULTS

1. Able to identify the

foundations ofmanagement

2. Able to identify the fourfunctions of management

3. Can provide a workingdefinition of workplacementoring

4. Able to identify a minimum

of two (2) types ofmentoring

5. Can provide a workingdefinition of workplacecoaching

6. Able to identify the Six-Step Coaching Model andprovide examples of thesteps

MY DESIRED RESULTS

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"There is only one corne

universe you can be certa

improving, and that's youself."

- Aldous Huxley


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INTRODUCTION

Exercise: World ChangingLeaders / Managers

Who: You and three to

four other participants

What: Identify ten (10)leaders / managers who

affected the world. Youcan pick from past and

present times.

When: In the next ten (10)minutes

Where: At your desk /table

Why: To identify specificleader / manager

characteristics

How: Through anymeans, be sure to record your

choices so you canremember them later

My 10 Leaders / Managers:

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NotesNotes

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Exercise: World ChangingLeaders / Managers (Continued)For the ten leaders / managers

you identified How did they get to where

they were/are to affectthe world?

What characteristics dothey have in common

(e.g., communication,wealth, era)?

Are the characteristics

different for different eras?

DoYOU share thesecharacteristics with the greats?

Foundations ofManagement

The foundations of supervisionare closely allied with those of

management. The move towardsa specific methodology tomanage had its roots in late-1800s France. Henri Fayol(1841-1925) was a key figure inthe turn-of-the-century ClassicalSchool of management theory.He saw a manager's job as:

planning organizing

commanding coordinating activities controlling performance

Notice that most of theseactivities are very task-oriented,rather than people-oriented.Fayols five managerial points

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have been distilled down to thefour that we recognize today.

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Planning: Delivering StrategicValuePlanningis specifying the

goals to be achieved anddeciding in advance theappropriate actions needed toachieve those goals. Planningactivities include analyzingcurrent situations,anticipating the future,determining objectives,deciding in what types ofactivities the company willengage, choosing corporate

and business strategies, anddetermining the resourcesneeded to achieve theorganizations goals. Plans setthe stage for action and formajor achievements.

Organizing: Building aDynamic OrganizationOrganizingis assembling andcoordinating the human,

financial, physical,informational, and otherresources needed to achievegoals. Organizing activitiesinclude attracting people tothe organization, specifyingjob responsibilities, groupingjobs into work units,marshaling and allocatingresources, and creatingconditions so that people and

things work together toachieve maximum success.

Leading: Mobilizing PeopleLeadingis stimulating peopleto be high performers. It isdirecting, motivating, andcommunicating withemployees, individually and in

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Notes

agement is nothing moremotivating other people."

Iacocca


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groups. Leading involvesclose day-to-day contact withpeople, helping to guide andinspire them toward achievingteam and organizationalgoals. Leading takes place inteams, departments, anddivisions, as well as at thetops of large organizations(Bateman 2003).

Controlling: Learning andChangingPlanning, organizing, and leadingdo not guarantee success. Thefourth function, controlling,monitors progress andimplements necessary changes.Monitoring is an essential aspectof control. If you have any doubtsthat this function is important,consider that after the terrorattacks of September 11, 2001,many Department of Agriculturelaboratories could not account fordangerous biological agentssupposedly in their stockpiles,including 3 billion doses of adangerous virus. The Departmentof Energy could not account fullyfor radioactive fuel rods and othernuclear materials lent to othercountries.

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On a different note, a man withan ax (a hatchet, according to acompany spokesman) entered an

Oklahoma City Wal-Mart. On hisway in, the greeter not only failedto alert authorities but placed asticker on the weapon so hewould not be charged for it whenhe left. The man, who robbed thestore, had claimed he wasreturning the ax. Control failurescan take many forms!

When managers implement their

plans, they often find that thingsare not working out as planned.The controlling function makessure that goals are met. It asksand answers the question, Areour actual outcomes consistentwith our goals? (Bateman 2003).Controls then allow us to makeadjustments as necessary.

Performing All FourManagement Functions

As a manager, your typical daywill not be neatly divided into thefour functions. You will be doingmany things more or lesssimultaneously. Your days willbe busy and fractionated, spent

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dealing with interruptions,meetings, and firefighting. Therewill be plenty to do that you wishyou could be doing but cantseem to get to. These activitieswill include all four managementfunctions. Some managers areparticularly interested in, devotedto, or skilled in a couple of

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the four functions but not in theothers. The manager who doesnot devote adequate attention

and resources to all fourfunctions will fail. You can be askilled planner and controller, butif you organize your peopleimproperly or fail to inspire themto perform at high levels, you willnot be an effective manager.Likewise, it does no good to bethe kind of manager who loves toorganize and lead, but whodoesnt really understand where

to go or how to determinewhether you are on the righttrack. (Bateman, 2003)

Good managers dont neglectany of the four managementfunctions. Knowing what they are,you can periodically ask yourselfif you are devoting adequateattention to allof them.

Organizations As OpenSystems

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WORK

RESOURCES

PRODUCTS

INPUTS OUTPUTS

TheOrganization

TheEnvironment

FEEDBACK

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THE BOTTOM LINE

Three ThingsThat all supervisors andmanagers need to ensure theiremployees have to be successfulin their job tasks:

The employee has theknowledge and ability todo the job

The employee has thenecessary job-specifictraining to do the job

The employee has thenecessary resources to dothe job

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Quality

Time Cost

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TRANSITIONS

From Worker

To Manager

Group Activity

Look at the forehead of theperson next to you

What do you see?

Why is it there?

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PerformsWork

ProvidesService

ReceivesReward

Plans Work

With Others

ImplementsPlans

For Own &

EmployeePerformance

FacilitatesEmployee

Performance

Assists in theMeasurement

ofProductivity

Implementsor

Assists in thePerformance

RewardSystem

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BEHAVIORALFOUNDATIONS

Biology, or Environment?

In general psychology courses,we always hear, Is it nature, or isit nurture? Whether thebehaviors we are observing arebased on the biology (genetic), oron the environmental(enculturation) affects on theindividual, the answer is Yes!

Who We Are, How We AreHave you ever asked yourself,

Who am I?How did you answer?Were you satisfied with

your answer?How did you know what

you answered was correct?What criteria did you use?

To be able to manage others, wefirst must know ourselves. Wecan get to know ourselves better

through increasing our selfawareness. Increasing our self-awareness can be accomplishedthrough introspection,administration of psychologicalinstruments, or throughprofessional assessments.

A good tool to use forintrospection is a daily journal.

Typical questions you might askyourself (introspection) are:How do I make decisions?

Why do I make decisionslike that?

Is there a specificmethodology, or path that I take

to arrive at decisions?

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Do I use different decisionmethodologies if the

issue is critical?

How do I determinewhether an issue is critical?

Group ActivityOrientations InventoryGo to handout and followdirections for administering andcompleting the OrientationsInventory

Check Step:On page 5, the two sums,

when added together shouldequal 59

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"Managers are people wthings right, while leader

people who do the right

- Warren Bennis, PhD

"Leadership and learningindispensable to each oth

- John F. Kennedy


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MODELSOF BEHAVIOR

Humanistic Model

Henry Marshs Model

Henry Marsh is one of the greatest U.S.steeplechasers of all-time, Henry Marshstill holds the American record in theevent (8:09.17 in 1985).

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Attitude FeelingsFeelings

BeliefsBeliefs

BehavioralBehavioral

IntentionsIntentions

BehaviorBehavior

Emotional

Episodes

NeedsBelief

Window Behaviors

ActionsPersonalTruths

Life

Love

Variety

FeelingImportant

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man Relations

six most important words: "I

it I made a mistake."

five most important words:u did a good job."

four most important words:at is your opinion?"

three most important words:ou please."

two most important words:ank you,"

one most important word:"


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Psychoanalytical Model

Motivation Ability RolePerception Situational Factors(MARS) Model

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Values

Feelings

Ideas

IndividualIndividual

Behavior andBehavior and

ResultsResults

RoleRole

PerceptionPerception

ss

SituationalSituational

FactorsFactors

MotivationMotivation

AbilityAbility

ValuesValues

PersonalityPersonality

PerceptionsPerceptions

EmotionsEmotions

AttitudesAttitudes

StressStress

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HeredityEnvironment

Decisions(Made)

Behavior


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MENTORING

Sample Definitions ofMentoringDealing with individuals in terms

of their total personality in orderto advise, counsel, and/or guidethem with regard to problems thatmay be resolved by legal,scientific, clinical, spiritual, and/orother professional principles.www.oalj.dol.gov/public/dot/refrnc/dotappb.htm

The process in which anexperienced colleague is

assigned to an inexperiencedindividual and assists in a trainingor general support role.www.lmuaut.demon.co.uk/trc/edissues/ptgloss.htm

A form of teaching that includeswalking alongside the person youare teaching and inviting him orher to learn from your example.www.imb.org/CPM/Glossary.htm

"Off-line help by one person toanother in making significanttransitions in knowledge, work orthinking."Clutterbuck, D & Megginson, D,Mentoring Executives and Directors(1999)

What definition do you use to

describe mentoring?

What is the difference betweenthe, experienced colleagueand the, inexperiencedindividual?

What do the termsexperienced andinexperienced

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http://www.google.com/url?sa=X&start=0&oi=define&q=http://www.oalj.dol.gov/public/dot/refrnc/dotappb.htmhttp://www.google.com/url?sa=X&start=0&oi=define&q=http://www.oalj.dol.gov/public/dot/refrnc/dotappb.htmhttp://www.google.com/url?sa=X&start=2&oi=define&q=http://www.lmuaut.demon.co.uk/trc/edissues/ptgloss.htmhttp://www.google.com/url?sa=X&start=2&oi=define&q=http://www.lmuaut.demon.co.uk/trc/edissues/ptgloss.htmhttp://www.google.com/url?sa=X&start=3&oi=define&q=http://www.imb.org/CPM/Glossary.htmhttp://www.google.com/url?sa=X&start=0&oi=define&q=http://www.oalj.dol.gov/public/dot/refrnc/dotappb.htmhttp://www.google.com/url?sa=X&start=0&oi=define&q=http://www.oalj.dol.gov/public/dot/refrnc/dotappb.htmhttp://www.google.com/url?sa=X&start=2&oi=define&q=http://www.lmuaut.demon.co.uk/trc/edissues/ptgloss.htmhttp://www.google.com/url?sa=X&start=2&oi=define&q=http://www.lmuaut.demon.co.uk/trc/edissues/ptgloss.htmhttp://www.google.com/url?sa=X&start=3&oi=define&q=http://www.imb.org/CPM/Glossary.htm


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mean in reference tomentoring?

Could you be a workplacementor?

How?

Why?

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Four Commitments OfMentoring

A person cannot lead others

without first learning how to leadoneself. A mentor cannot mentorothers without first having beenmentored successfully. It is inknowing thyself and recognizingyour own strengths ANDweaknesses that authenticleadership begins. It is in theexperience of seek and you shallfind; ask and you shall receivethat we learn the wisdom of life

and powerful strategies to helpothers.

Mentoring will require fourcommitments from you:1. Self-discipline to complete allthe activities your mentorprovides. Each activity will helpyou explore a part of yourself thatyou may not have thought aboutbefore.

2. Keeping a journal. Allactivities, as well as otherreflections, should be kept in a

journal. It is recommended thatyou continue writing the journalbeyond the completion of yourmentoring program. Journalingcan help you reflect on who youare in the world and how lifeimpacts you. At the beginning of

your journal, label 3-5 pages withMentoring Needs. On theMentoring Needspages you willaccumulate a list of mentoringneeds, which will presentthemselves as you progressthrough your mentoringactivities.

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3. Design a support group ofthree other people that you cancall on as you progress throughyour mentoring program. Themembers of this group can serveyou in the following ways:

o As your point of

accountability. Youneed to tellsomeone that youare doing a specificexercise and thatyou want him or herto check up on youto be certain youhave completed itby a date certain.Select someonewho can motivateyou.

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Four Required Commitments OfMentoring (Continued)

o As your confidant.

There will be thingsthat come to youthrough yourreflections that youmay want to talkabout. Suchconversations maybe very personal.Select someoneyou can trust inthose moments.

o As your

cheerleader. Theremay be times youwill want to notfollow through withthis course. Selectsomeone who willremind you of yourvision as you beginthis course.

Exercise: My Support Group

Identify your support group inyour journal.

As you progress through yourmentor program, lean on thesepeople to help you in yourpersonal and professionalgrowth.

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4. On a daily basis, ask yourselfthe following questions in themorning and in the evening.

Asking these questions will setyou on a healthy path of

proactive noticing of you in theworld.

The questions can simply be amental exercise that takes about3-5 minutes in the morning andevening OR you can journal yourresponses. The key is to developa pattern of consistent questionsthat empower you on a dailybasis.

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Morning EmpowermentQuestions

1. What am I excited about in mylife now?

What about that makes meexcited? How does that make mefeel?

2. What am I grateful about in mylife now?

What about that makes me

grateful? How does that makeme feel?

3. What am I enjoying most in mylife right now?

What about that do I enjoy? Howdoes that make me feel?

4. What am I committed to in mylife right now?

What about that makes mecommitted? How does that makeme feel?

5. Who do I love? Who loves me?

What about that makes meloving? How does that make mefeel?

Evening EmpowermentQuestions (Robbins, 1991)

1. What have I given today?

2. What did I learn today?

3. How has today added to thequality of my life?

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4. How did I contribute to otherstoday?

5. How did I show my love andcompassion for others today?

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"It is a paradoxical but

profoundly true and imp

principle of life that the mlikely way to reach a goa

aiming not at that goal it

at some more ambitious g

beyond it."

- -- Arnold Toynbee


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What is mentoring? Why isit important to you?

A mentor is generally considereda more experienced person whoalternately functions as a coach,counselor, and a teacher. Thementoring relationship has manyfunctions:

Enhance skill andintellectual development,

Welcome and facilitateentry and advancement in

the work situation, Expand horizons and

perspectives, Acquaint the mentee with

values, customs,resources, andprofessional connections,

Model the professionalrole,

Advise, give moral supportand build confidence,

Furnish a relativelyobjective assessment ofstrengths andweaknesses,

Define the newly emergingself and to encourage thedream.

Mentoring is carried on ininformal and formal ways.Mentoring can be done through

facilitation by another individualor through self-facilitation.

Completing a mentoring program

can put you on the path to

successful adulthood, a

promising professional life, and a

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healthy, integrated personal

approach to life

Informal mentoring

Most people experience theinformal happenstancementoring throughout a lifetime.Lucky mentees are chosen bypersons who take a specialinterest in them and promotetheir personal or careerdevelopment. A major problemwith informal mentoring is thatwomen and minorities are theleast likely to be adopted by a

mentor. The old boys networkfor promising young men,especially white, middle classmen, has not yet been fullyadapted for other deservingcandidates. Thus the reason forthe development of more formalmentoring programs andservices.

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Formal mentoringFormal mentoring programs varyin scope and design. Some are

sophisticated programs withstaffs for training and monitoringprogress; others are volunteer-led networks for supportingmentors and mentees.Professional associations andbusiness are likely sponsors ofmentoring networks. Personalcoaches, like a personal trainer,are available for hire by either acorporate professional

development department forpromising career candidates ORby an individual who isdetermined to fulfill careerdreams.

Self-Facilitation or MentoringSelf-ManagementProgram

Through self-facilitation or self-management, mentees identify,

understand, and use their uniquedevelopmental patterns tomanage their own mentoring. Inother words, by observingyourself objectively, andreflecting on what you observe,you can determine exactly whatyou need to overcome your nextdevelopmental challenge. Amentoring self-managementprogram places the responsibility

onto the mentee and expands thenotion of mentoring to includepeers, parents and siblings,biographies, illuminatingmaterials and media, reflectionon field experiences and serialmentoring.

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There are two types of self-management: Passive andProactive.

Passive self-managementoccurs when you put yourself in asituation where things will happento you, which you believe will beempowering. By placing yourselfin certain situations, you areprovided with experiences, whichaffect you more or lessprofoundly. When you choose toenroll in a course or to work in a

particular environment, you arepracticing passive self-management.

Proactive self-managementoccurs when you consciouslychoose to alter your behaviortointerrupt how you normally dothings, believing this can benefityou. You may choose to speakor listen or behave in a new way.

You take the initiativeit is youridea, your choice, your action.For example, choosing toexercise is proactive self-management for a person whomay normally be inactive.Choosing to wear a different styleof clothing may alter how peoplerespond to you. Beginningmeditation, expressing feelingsyou usually hide, or sharing

secrets are all examples ofproactive self-management.

This proactive self-managementfocus allows you to work throughall the barriers you internallycreate to resist change inbehavior. Using your consciouswill in pursuit of a personal goal is

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the thing that gives you theenergy to keep on the path ofpursuit. As you become moreproactive in your life, you will alsobecome stronger.

As you pursue your career, youwill ultimately be in a professionwhere you must mentor and leadothers. For a mentor-in-training,self-management is essential.You need to take on trainingyourself to be fully conscious andas aware as possible. This self-management training needs tobecome a life practice, focusedon looking for ways of continuousself-improvement.

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"Change your thoughts and you

change the world."- -- Harold R. Mcalindon, Writer


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COACHING

Coaching, as defined by theCoaches Training Institute (CTI),is a powerful alliance designed to

forward and enhance the lifelongprocess of human learning,effectiveness and fulfillment. Acoach is someone who will helpyou articulate your goals, definestrategies and plans, hold avision of you in full expressionand success, and challenge youto achieve that vision. So youand your coach become powerfulparticipants in a team that is

committed to deepening yourlearning and forwarding theprogress toward yourprofessional and personal goals.

Some Definitions OfCoaching

An alliance between twoequals for the purpose ofmeeting the client's needs"- Co-Active Coaching,

Laura Whitworth

"Professional Coaching isan ongoing professionalrelationship that helps

people produceextraordinary results intheir lives, careers,businesses ororganizations. Through the

process of coaching,

clients deepen theirlearning, improve their

performance, andenhance their quality oflife." - The InternationalCoach Federation (ICF)

"Coaching is aprofessional relationship

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that enhances the client'sability to get clear, to focuson learning, makingchanges, achievingdesired objectives andexperiencing fulfillment." -The Association ofPersonal and ProfessionalCoaches

"Coaching is acollaborative process thatamplifies and acceleratesself-discovery, promotesclarity, creativity andchoice, and helps peopleachieve--and oftenexceed--their goals more

quickly and moreefficiently than they wouldwithout the partnership ofa coach." - The Academyfor Coach Training (ACT)

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CORE COACHINGCAPABILITIES

Knowledge:As a coach you

need to know What coaching means and

what distinguishescoaching as distinct fromother learning and helpingroles

What the coachingprocess involves and whatcoaching models underpinyour role as a coach

Where coaching fits within

wider developmentalprocesses (particularwithin organizations)

What personal andprofessional capabilitiesthe coachee needs todevelop

How to manage thecoaching relationship andto set clear boundaries

How people respond to,manage and resist change

How people learn andadapt coaching to suitdifferent learning styles

The limits and boundariesof own practice

Skills: As a coach you need tobe able to

Actively listen andcommunicate at differentlevels

Employ your intuition

Creatively ask questions

Influence with integrity

Give feedback artfully

Be empathic in face ofsetbacks

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Demonstrate confidence inself and coachee

Be compassionate

Work openly andcollaboratively

Challenge he coachee

Help the coachee engagein problem-solving

Facilitate goal-setting &generation of ownstrategies

Focus on action

Inspire persistence

Act in the best interests ofthe coachee

Network and accessresources

Manage self Demonstrate passion

Act ethically and with thehighest integrity

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Core Coaching Capabilities(Continued)

Behaviors:As a coach youshould

Demonstrate empathy andbuild rapport

Promote and facilitateexcellence

Inspire curiosity to open upnew horizons

Encourage self-discovery

Act as a role model

Be non-judgmental

Posses a sense of humorand use appropriately

Value diversity anddifference

Show tact and diplomacy

Maintain trust andconfidentiality

Signpost client to othersources of support

Seek opportunities to build

clients confidence and selfesteem

Critically evaluate ownpractice

Engage in continuousprofessional development(CPD)

Share learning with clientsand peers and widercoaching community

(Association of Coaching)

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The Six-Step CoachingModel1. Assess where the person isnow.

Skills

Job knowledge

Attitude andsatisfaction

2. Determine the individualsgoals and expectations

Reasonable

Measurable

Quantifiable Attainable

On a realistictimeline

3. Develop a plan to achieve thegoals

What

How

When

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4. Implement the plan

Take action. Take chances

5. Evaluate the performance

Measure againstthe standard.

6. Provide feedback: how andwhen

Focus oncontinuousimprovement.

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STEP 1: ASSESSWHERE THE PERSONIS NOW

Preparing For CoachingTen Steps For One-On-OneCoachingInstructions: Use this SkillGuideto complete the first of 10 criticalsteps in preparation for a one-on-one coaching sessionPhase 1: Find the Facts

What was covered inprevious sessions?

What goals were set?1.2.3.

Have I qualified theresults?

Have I talked with:

other peers

other

coaches?

Do I have a currentevaluation of this person?

What are the goals of thissession?1.2.3.

What action would I like tosee as a result of this

session?

Phase 2: Set the stage

Praise what they do well,identify the problem.

Describe the challenge,opportunity, or growth.

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Communicate yourexpectations for thesession.

Phase 3: Define thechallenge/problem

Listen actively, askquestions, reflect andparaphrase.

Let them vent (let themfinish and manage yourreactions).

Offer your perceptions asa guide, dont be

judgmental.

Describe their behavioronly (objective,

descriptive, specific).

Source: Implementing the CoachingModel

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Phase 4: Get agreement on thefacts

Clarify and summarize.

Phase 5: Search for options

Ask questions and listen.

Encourage them to comeup with solutions.

Guide them to otheroptions (not offering yoursolution).

Phase 6: Prioritize the options

Rank and evaluate theconsequences.

Phase 7: Develop an actionplan

Write specific steps thatneed to be taken.

Define activities and whenthe training will begin.

Phase 8: Define the timelines

Be specific.

Phase 9: Praise them oncemore before they leave theoffice

Let them know youappreciate theircontributions.

Leave on an "up note".

Phase 10: Follow-up. Monitor milestones,

redirect and reassess.

Begin the coaching cycleagain.

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STEP 2: DETERMINETHEINDIVIDUALSGOALS

ANDEXPECTATIONS

Goals Need To Be SMARTSpecific

Focused, defined, certain,identifiable detailedUse the Hold My FocusWorksheet located in the

Appendix

MeasurableQuantifiable, assessable,

detectable, significant

AchiveableWithin the capabilities of

the individual.Challenging, yet able to

achive success

RealisticWithin the individuals

bounds of achivementNot an ideal or dream, but

something that is tangible

Time-boundTime urgent

A goal without a timeurgency is a dream, or idealUse the Goal-Setting Worksheetlocated in the Appendix

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When discussing goals, ensurethat the goals are written in plainlanguage, captured the way thecoachee states them.

Writing down goals increases theprobability that they will beachieved by 33 percent. Sharinggoals with another increases theprobability that they will beachieved by an additional 33percent (Coachville.com).

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STEP 3: DEVELOPAPLANTOACHIEVETHEGOALS

Using the goals identified in Step2, cooperatively work with thecoachee to develop a realisticplan to achieve the goal(s).

Use the Annual Life PlannerWorksheet located in the

Appendix

The goal achievement planshould include the parameters of

time line with milestones,cost/resources needed, and thelevel of quality/specific scopenecessary to achieve the goals.

Goal achievement plans requirethe coach and coachee to dothree things to e successful:Communicate, Communicate,Communicate.

Communicate honestly

and frequently with the coacheeto ensure a clear understandingof the boundaries andrequirements of each goal

Communicate honestlyand frequently to ensure a clearunderstanding of goalexpectations

Communicate honestly

and frequently to ensure a clearunderstanding of the level ofrespect that each of you have forthe others commitment to thecoaching

Working with the coachee,examine the coachees level ofcommitment, dedication of time,and level of passion to achieving

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Notes

"Change your thoughts and you

change the world."

- -- Harold R. Mcalindon, Writer


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the goal. Working within theseparameters a realistic timeline ofaccomplishment can bedeveloped and agreed upon.

Use theAction Plan sheetlocated in the Appendix to assistyou in formulating the coacheesplan.

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STEP 4: . IMPLEMENTTHEPLAN

Identifying the coachees goalsand developing an achievement

plan are only a part of thecoaching process. The plan mustbe implemented and evaluatedfor its level of success.

Implementing the plan involves:Continuing the coach-coachee communication inthe form of feedback,continuing clarification ofthe goals and objectives

Monitoring milestoneachievement and the levelof achievement attained

Monitoring and reviewingresource usage ensuringthat resources are notdepleted prior to goalattainment

Saying what you will do,

doing what you say, anddocumenting the results

Implementing the plan continuesto build the level of trust betweenthe coach and coachee, throughcontinued honest and frequentcommunication. A daily checkinwith the coachee, lasting no morethan five minutes, allows the

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coach to be present and availablefor the coachee. The dailyavailability of the coach providesthe coachee with an opportunityto announce the level of successachieved towards the goals, ifthere is any need to adjustmilestones or the timeline.

Continuing and even increasingthe level of communication duringthe plan implementation isessential for the success of thecoachee.

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STEP 5: EVALUATETHEPERFORMANCE

Make it private, make it

positiveWhen evaluating your coachee,use the two-minute challenge:

State what you haveobserved

Wait for a responseBe aware of

sidetracksDo not allow

yourself to be taken off

focus

Ask for a specific solutionDemand specifics,

do not settle for stories

Ask again for a specificsolution

Agree together on aspecific solution(Source: The Practical Coach video)

Allow the coachee to self-evaluate their progress towardstheir goals. Assist the coachee inremaining real in their self-evaluation through an analysis ofthe challenges they are facing,the hurdles they have alreadycleared and what they may seeon the path ahead of them inattaining the goals.

The evaluate performance step isone of the most challenging forcoaches and coaches alike. Thisis not a time to accept excuses,become sidetracked, or allow thecoachee to settle for less thanwhat they agreed upon during thegoal-setting step.

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Notes


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STEP 6: PROVIDE FEEDBACK

Catch them doing things

rightKenneth Blanchard & Spencer Johnson,The One Minute Manager

When providing the coachee withfeedback on their performance,reiterate your usage of the two-minute challenge:

State what you haveobserved

Wait for a response

Be aware ofsidetracks

Do not allowyourself to be taken offfocus

Ask for a specific solutionDemand specifics,

do not settle for stories

Ask again for a specific

solution

Agree together on aspecific solution(Source: The Practical Coach video)

Remain consistent and honest inyour communication with thecoachee. Both the coach andcoachees communications needto remain honest, consistent, and

realistic. The providing feedbackstep is not a time to alter thegoals, the milestones, or thelevels of achievement necessaryto be successful.

Ensure that you, as coach,actively listen and observe the

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"I have found that being

the best technique I can Right up front, tell peop

you're trying to accompl

what you're willing to sa

accomplish it."

- Lee Iacocca


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coachees reaction andresponses to your feedback.

Is the coachee receptive tothe feedback?

Is the coachee able to usethe feedback you

are providing?

Coaching is a two-way street,both of you will learn valuableexperiences that can bebeneficial to your futures.

Activity: Coaching Role Play

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COACHING &MENTORINGAPPLICATIONS

How is coaching andmentoring different fromsupervision?

Supervision is the process ofemployee development,management, and evaluationwhich is used by a boss. Peoplecan grow as a result ofsupervision, at least to the point

that the possibility of losing one'sjob is a motivation for growth.Learning in a supervisorysituation is often a very high riskcircumstance. If an employeeshares his weaknesses, or herneeds with a supervisor, they riskpoor evaluations and dismissal.That is why supervision is oftennot very effective. The risk takingneeded for learning and growthare not likely to occur.

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Notes


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Very progressive managers whoare also effective leaders can besomewhat more successful inprompting professional growth intheir employees, but leadershiprequires "followership".Leadership implies an "attracting"or "pulling" influence, andfollowership suggests thatemployees are drawn towardsomething, but have somedegree of choice as to whetherthey follow the leader andwhether they grow or not. Anyonewho has tried to lead othersknows just how true that is.Marilyn Ferguson states it sowell. "The gate to change islocked on the inside."

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How is coaching and mentoring differentfrom supervision? (Continued)

High Impact Mentoring and

Coaching" is designed to be veryseparate from supervision. Thisapproach to mentoring andcoaching frames thementor/coach as a highlyeffective leader WORTHfollowing. In other words, "HighImpact" mentors and coaches areMODELS and MAGNETS of bestpractices, increasedperformance, and greater results.

People are attracted to them.

Also, this conception includesexplicitly understanding that theemployee who works with amentor or a coach must choose:

1. To defer to the greaterexperience of a mentor2. To learn through others'experiences and mistakes and

avoid learning by trial and error3. To take the risks of discussingtheir own weaknesses and needsand of learning in front ofsomeone more senior.

Choosing to act that way takes avery special circumstance andrelationship, and that is whymentoring and coaching mustNOT overlap evaluation and

supervision.

Certainly supervisors MUST betrained and expected to also actas mentors and coaches. Thoseskills will improve their ability assupervisors and the results oftheir supervision. However, we

ALSO need non-supervisoryrelationships between

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Appendix

Action Plan

Annual Life Planner

Clean Sweep Program Worksheet

Goal-Setting Worksheet

Hold My Focus Worksheet

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Notes


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