An Overview of Coaching and Mentoring

BILL PRICECEO

VIP LEADERSHIP AND STRATEGIC COACHING AND MENTORING INSTITUTE

ALL RIGHTS RESERVED COPYRIGHT

November 2004

The common thing about Coaching and Mentoring is that it is focused on sustainable peak performance and seeks to foster genuine peak performance within thriving teams in the organisation. Coaching is about facilitating. It is about aligning the resources of people and organisations while facing increased competition, changing

conditions, higher outputs and results. Coaching used to be a common sense approach guided by communication techniques and psychological perspectives (such as behavioral psychology and emotional intelligence), but given the huge challenges of global turbulence it is no longer sufficient.

Coaching principles and skills provide powerful tools and methodologies for breakthrough results - for both individuals and organisations. It is definitely not about quick fixes and ready solutions. It is about co-creating more meaningful outcomes by making profound shifts in the way you do things in your life and work situations.

Coaching can help generate a focused and committed action that will produce results which are connected to your inner values and deepest levels of meaning. It evokes a deep sense of ownership and self-governance. The levels of self learning are enhanced and the interpersonal work relationships are coached up a few notches as well. The power of coaching has helped to create meaningful futures while having to deal with the real-time realities of business.

In South Africa over the past three to five years, there has been a definite growth in terms of the world of work toward desiring and understanding Coaching and Mentoring. Top level executives are now unleashing their potential and ability to be coached and are experiencing the wonderful realities of how coaching empowers and enables them. One executive said, “It has helped me to identify the “handbrake-version” of me and helped me to give myself permission to be the “better version” of me in all areas of my life.” The power of a self-generated solution that has skillfully been coached by a professional, suitably qualified coach is indeed a pleasure to experience both from a coach and coachees’ point of view”.

Coaching is based on a thorough assessment of the needs, expectations and desired outcomes as well as the total potential of the coachee. Once this has been done the coaching process is focused on well-formed outcomes (or goals). These are set on the ability to change and influence all along upward, side-ways and downward relationship channels with the expectation firmly focused on improvement. The process is usually anything from a minimum of 10 sessions a year or even two years down the line. Constant evaluation takes place throughout the entire coaching journey. Reflection and integration are also part and parcel of the whole process.

But the issue arises when the prospective coachee is looking for a coach and has to do some personal homework regarding why they actually need a coach and for what reasons and results.

The options are like a menu and if you are thinking about being coached you need to look at your motivations for the process.

Different types of Coaching

These include:

Life Coaching Business-related Coaching Skills and competency Coaching Top level or executive Coaching Strategic Coaching Leadership Coaching Team Coaching Career Coaching One-on-one Coaching or combinations of the above.

Definitions and descriptions of the various kinds of Coaching are available on request from the author of this article.

Ethics Code

A Coaching Code of Ethics is part of the coaching contract.

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The coach must adhere to set standards and a code of ethics when coaching within a company. Most professional coaches will belong to a national and international body such as the International Association of Coaches and the International Coach Federation (ICF), which means they adhere to the code of ethics and standards of that body. A company will then be protected as they have a road of recourse should the coach not do business in a highly professional manner. If business takes the trouble to find out whether a coach belongs to such a body and verifies the information, they will grow the professionalism of the coaching profession in South Africa.

There is no “one body” that can declare that they have sole mandate to fulfill such a function in the world.Through coaching, clients empower their lives but the coach has to honour the client as the expert in their life and has to deal with the client in a very defined and professional and respectful way.

The Southern African chapter of the ICF has a code of ethics and a set of international standards that every one of its professional members adheres and subscribes to. These are also governed by amendments that are made from time to time as the profession develops. There is a Standards and Ethics Executive committee which deals with cases where the coach is both unprofessional and unethical in their business with clients.

The Coaching Contract with the client should have a section where the coach declares their standards based on a code of ethics by which they will coach the client.

It is the coach’s responsibility to: Discover, clarify and align with what the client wants to achieve Encourage client self discovery Elicit client-related and generated solutions and strategies Hold the client as accountable and responsible.

Professional coaching is an on-going partnership that helps the client produce fulfilling results in both their professional and personal life.In each meeting the client chooses the focus of attention while the coach listens, observes and helps the client to creatively and productively integrate the internal learning experience and turn it into a clearly defined outcome with the client.

The coach helps acceleration toward the company’s desired outcomes, provides greater focus and awareness of choice and concentrates on where the client is today and where they are willing to be tomorrow through the process of future-focused™ planning.

As a coach they must be able to say the following, in writing:

I will:

Conduct myself in a manner that reflects well on coaching as a profession and will refrain from doing anything that harms the public’s understanding or acceptance of coaching as a profession.

Identify myself and my level of competence, affiliation to a Body to whom I subscribe my allegiance and membership, experience and educational qualifications and will not overstate my ability or level of expertise as a coach.

Establish a clearly defined coaching contract with my client that includes outcomes, focus areas with defined expectations and defined results and will commit myself to these outcomes together with the client.

Not imply outcomes that I can not guarantee. Respect the confidentiality of my client’s information, except as otherwise authorised by my client and by

law. Obtain permission from my clients to use the names of my clients for reference purposes. Be alert to the process and progress of the coaching intervention and will inform my client when my client

is no longer benefiting from the coaching relationship. I will explore ways of introducing another coach, or another resource and will encourage the client to make the change.

Avoid conflicts of interests and will declare them up front with the client. Whenever conflicts of interests arise I will discuss the conflict with my client and reach an informed decision and agreement with my client on how to deal with the issue in whatever way serves my client best.

Honour every term of the agreements made with my clients.

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Not give my client any advice or information I know to be confidential, misleading or beyond my competence.

Acknowledge the work, contributions and input of others and will respect copyrights, intellectual property agreements, trademarks and will comply with applicable laws and my agreements concerning these rights.

Use lists and information in the manner and to the extent that I am authorised by the International Coach Federation or the applicable Chapter of which I am a member.

Coach in a professional manner compatible with the ICF Definition of Standards of coaching.

I pledge myself to this code and these standards.

Date Signed by the client and coach.

The professionalism of coaching is what this all entails. Ensure your company is not mislead by any “fly by night coach”. The high standard of the profession can only be upheld if both business and coaches adhere to the standards and ethics as demanded by such a profession.

Definitions

What is Coaching?

Coaching is an ongoing relationship which focuses on clients taking action toward the realisation of their visions, goals and desires. Coaching uses a process of inquiry and personal discovery to build the client’s level of awareness and responsibility and provides the client with structure, support and feedback. The coaching process helps clients both define and achieve professional and personal goals faster and with more ease than would be possible otherwise.

International Coach Federation

A directive process by a manager to train and orient an employee to the realities of the workplace and to help the employee remove barriers to optimum work performance.

Marianne Minor, Coaching and Counselling (1996) page 4

A process to develop potential, enhance performance, and align goals within an organisation.

Based on a collaborative relationship and a clear process, coaching focuses on and moves people to purposeful action.

By working in a completely confidential setting, coaching breaks down barriers to success and challenges individuals to reach new levels of achievement.

Annelize Bode, Coaching and the 21 st Century Supervisor

Coaching is essentially a conversation – a dialogue between a Coach and a Coachee – within a productive, results-oriented context. Coaching involves helping individuals access what they know. They may never have asked themselves the questions, but they have the answers. A coach assists supports and encourages individuals to find these answers.

Coaching is about learning – yet a Coach is not a teacher and does not necessarily know how to do things better than the Coachee. A Coach can observe patterns, set the stage for new actions and then work with the individual to put these new, more successful actions into place. Coaching involves learning. Through various coaching techniques such as listening, reflecting, asking questions and providing information, Coachees become self-correcting (they learn how to correct their behaviour themselves) and self-generating (they generate their own questions and answers).

Coaching is more about asking the right questions than providing answers - a Coach engages in a collaborative alliance with the individual to establish and clarify purpose and goals and to develop a plan of action to achieve these goals.

Perry Zeus and Suzanne Skiffington, The Complete Guide to Coaching at Work (2000) page 3

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A coach is someone available for the performer to learn with. Coaching is the process whereby one individual helps another to unlock their natural ability; to perform, learn and achieve; to increase awareness of the factors which determine performance; to increase their sense of self-responsibility and ownership of their performance; to self-coach; to identify and remove internal barriers to achievement.

Nigel MacLennan, Coaching and Mentoring (1995) page 4

What is Mentoring?

A mentor is someone available for the performer to learn from. At least that is the theory. In practice a mentor will be the assigned ‘teacher’ of an individual. There is enormous variation of expectation in the function and behaviour of people bearing the same title – mentor. Some of the roles lead to the following definitions:

Mentoring is the process whereby one senior individual is available to a junior to:

form a non-specified developmental relationship. seek information from. regard as a role model for the purposes of emulation. pick up what the organisation/department/company expects. show how the organisation works; to ensure cultural compliance. guide through a phase of operational, professional or vocational qualification. provide feedback and appraisal. teach all the relevant facts that will enable the junior to perform effectively in an organisation.

Nigel MacLennan, Coaching and Mentoring (1995) page 5-6

What is a Mentor?

You may have heard the word “mentor” used to describe someone, usually an older, more experienced person, who serves as a trusted teacher and counsellor, especially in a business setting. Books and articles on mentoring frequently point out that the word “Mentor” comes from Greek mythology. As you may remember from studying The Odyssey in high school, Mentor was the name of the trusted wise man who protected and educated Odysseus’ son, Telemachus, when Odysseus left to fight the Trojan Wars. Mentor, though, was actually the goddess of wisdom -Athena - in disguise. Odysseus had asked Athena to guide and protect his son while he was away. Athena, disguised as Mentor, became Telemachus’ teacher, counselor, and even networker as she guided him in his adult quest to find the father who had been missing for ten years. Personally, I find it interesting and illuminating that Mentor was both male and female. Mentor personified the innate “wisdom energy” of both genders: the feminine energy of intuition combined with the masculine energy of acting on that inner knowing. Think about that - using Mentor as a model, we too can call on our own individual mix of male and female energies to be the mentor we always wanted to be.

Your perfect Mentor

Consider the role of a business mentor. What does a mentor do? What personal qualities should a mentor have? Suggestions include qualities such as compassion, being “in the loop,” understanding, helping you run the political “gauntlet,” being able to listen without judging, encouraging, broadcasting your successes, and challenging you - sometimes through honest and gentle criticism - to do your best work. A mentor is therefore a balloon that helps you rise above yourself and a parachute that cushions your falls.

Coaching vs Mentoring: Ownership DistinctionThe level of ownership assumed and encouraged in the performer is one of the dimensions on which it is easiest to define the coach-mentor distinction. Coaching assumes more self-responsibility on the part of the performer. Mentoring assumes more performer responsibility than a conventional training course, but not quite as much as a participant-led course.

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Profile of Coach /Mentor

Qualities:

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Genuine interest in others Interpersonal skills Versatile – able to look beyond our

paradigms Resourceful Integrity Business Savvy – political awareness Knowledge sharing and keeping abreast Humility Listening and questioning and providing

feedback Awareness Integration, deduction and alignment Influence skills Ability to challenge thinking / stretch others Enthusiasm Respect

Good role model – high personal standards Open mindedness / Creativity – thinking skills Self assurance Willingness to find and make time Balanced realistic yet positive outlook

Experience:

Will draw from experience of:

Facing difficulties Meeting new challenges Contributing to the company Successes and failures Variety of working processes Setbacks Coping with stress

Problem solving

Competencies of the Ideal Coach/Mentor

Ability to:

Define job requirements and make corrections

Utilise/select technology and procedures Support and develop individual’s potential Clarify current situation Expand and demonstrate Provide feedback and reinforcement Keep confidences Use key principles of inter-personal

relationships Encourage boundary breaking Value sound approaches Manage complexity and ambivalence

Interpret in context Get buy-in of others Use a structured approach Inspire effort Build confidence and affirm Leverage resources Evaluate multiple solutions Maintain focus Maintain perspective Maintain relationships Cope effectively Communicate values and model them

How to (not to) establish a Coaching and Mentoring System in a company

Research conducted on 11 companies over the past five years to ascertain where they have either successfully or unsuccessfully introduced mentoring and coaching interventions revealed that about 59% failed within the first few months and a further 22% failed after an 18 month period. Mistakes made by these companies are highlighted in the following review.

Mistakes companies have made

The following reasons why interventions have failed and not produced the desired results are based on real-time Coaching and Mentoring interventions:

1. The directors and senior managers did not play a role and were not involved in the process as examples and they had a bad thought-virus that convinced them that they are ”automatically” a good to great mentor by virtue of their experience and position. They made another mistake and assumed too much and did not fully realise the potential impact that the mentoring programme would have on the lives of those that they coached. They also did not fully realise the responsibility of having someone “believing in you and trusting your input and judgement that they will align their lives accordingly”

2. There was little, no or ineffective assessment and pre-coaching/mentoring diagnostics undertaken to ascertain status of team members in terms of their beliefs, values and understanding of coaching/mentoring. The preparation phase was rushed and major issues were ignored or would be dealt with as and when they arose.

3. The internal expectations of coaches/mentors were not clearly identified so the process was driven by underlying agendas all the time and this created the climate of games people play in mentoring and coaching processes. The necessary matching was also not done and neither mentors nor protégés were assessed or trained on how to be an effective role player in this intervention.

4. The protégés’ expectations, competencies and key performance indicators/critical factors were not defined clearly and therefore there was no compelling future for them to work toward.

5. The process was not linked to the on-going strategy of the company and was experienced as “loose standing”.

6. The mentors were not coached while mentoring in order to help focus them on their outcomes. Their future was not defined and their outcomes not pinpointed on the horizon so they came in the process to protect their unknowns.

7. There was no constant, accurate and relevant evaluation process in place to measure all movement towards or away from the outcomes and expectations. The criteria shifted and there was as many criteria as there were people, based on their frame of mind at the time.

8. The process was not Future-Focused™ - it was a random “let’s see what happens” experience.

9. The process was not focused on the new work/job level criteria, its competencies, skills set and KPI.

10. The core group was not clearly identified.

11. The process was not fluid enough to allow for evolutionary change to take place but was linked to the rigidity of the self image of senior management or executives.

12. The promises to the “new generation of leaders” that were being developed by this process were not kept empowered and shifting within the company to allow them to experience that they were growing and most of all “going somewhere”.

13. The Coaches/Mentors were not empowered to discover and make valuable contributions to the changing company culture and its knowledge base. They did not have access to the intranet or were not included in relevant teams/committees and only became aware of new developments and changes from those “who knew”. Knowledge and integrated learning thus became “captive” in their own company.

14. They used generic evaluation criteria and items to measure the uniqueness of each person instead of using that person’s particular KPIs and competency and skills sets. It appeared that someone just read a book on mentoring got excited and then thought that they could simply

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apply the principles without doing a thorough company culture climate study to see how they will fit the process into the ethos which includes “how do we actually do things around here?”

15. The roles of sponsoring executives were not clearly defined, resulting in a lack of leadership, orchestration and direction.

16. The reflection self appraisal and self management processes did not turn into value-added learning and knowledge experiences.

17. The evaluation periods were too long and by the time the process was evaluated, it was too late to rectify.

18. There was little or no balance between learning, reflection and focus on business results desired.

Companies that introduce a mentoring or coaching intervention without applying due diligence and thoroughly assessing the introduction of the intervention into the present company mindset, run the risk of random rather than specific success.

Assessment Criteria

The Coaching and Mentoring process has to be linked to a Return on Investment exercise and very clearly defined in terms of evaluation and measurement criteria. Expectations from all stakeholders have to be included in the process and measured accordingly. The criteria within the coaching / Mentoring contract must also be included in the evaluation process. The entire process must be aligned with the performance systems of the company and the Coaching / Mentoring must be incorporated into the key performance areas and measured in order to maintain high levels of sustainability.

The following process must be carefully measured throughout the process so as to ascertain the effectiveness and efficiency levels and performance of all concerned:

the coach / mentor-protégé / coachee relationship the line-manager-coachee / protégé relationship the personal performance of the coachee / protégé projects undertaken knowledge learnt bottom-line and top-line business impact

Preferably, this has to be done by a competent service provider who is experienced in this exercise.

When coaching learnerships the factors above must be aligned to and included in the measurements and feedback loops.

Coaching /Mentoring and Learnerships

Learnerships are the best example of how Coaching and Mentoring can add value in the company. By definition, the career centre team should first assess the workplace to determine whether or not it is coach/mentor focused. Learners have to be monitored by a staff member in order to transfer skills and knowledge.

Learners receive technical training from the education provider/tertiary institution and their progress is monitored by the respective manager in their company, within the given timelines. Structured learning is the best approach and Coaching and Mentoring plays a major role here. Unfortunately, most managers elected to coach and mentor are not trained in these areas and this leads to results that are “random-success orientated”. The art of Coaching and Mentoring lifts people and their potential from

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average and mediocre to beyond average, in a short time-span. The learning outcomes must be clearly defined with-in the coaching/mentoring contract and clearly measured, evaluated and monitored in order to establish the progress path.

Coaching and Mentoring Audit

The following practical steps will assist with the development of an integrated Coaching and Mentoring intervention (The questions can be used to align the process and focus on key desired results): Step One:What is the purpose of our process and programme? Purpose defines the road ahead.

What do you want to achieve with the programme Support the EE and Skills and Development Objectives? Address any imbalance in management? Reduce labour turnover/talent management?

 Step Two: Secure a champion and top management support. The champion must drive the process and provide input to the in-house coaches and mentors The objective will be to keep the team focused at all times on the roll-out, irrespective of what is happening in the company as there is usually, no 'BEST TIME' to start anything in a company.

Step Three: The company culture needs to be assessed so the team needs to know how to coach and mentor with-in the company culture and psyche. This can be done by VIP Coaching Institute and they can help audit the process so far as well. All concerns need to be clearly identified and worked through before implementing the process.  Step Four: Link the coaching/mentoring to the Skills Development Plan and Performance measurement in the companyMeasure what you want to achieve Create a Return on Investment process and measure what is hard and soft measurable issuesDo it in a structured way with responsibility and accountability built into the process Step Five: Appoint a project team leader and committeeThe responsibilities need to be clearly identified and the manger/ leader has to be empowered to do things in an authorative wayThe committee can consist of:

The Champion Project Manager EE Officer Skills Development Officer Union Representative

 Step Six: Create a vision statement for the process and publish it broadlyExample:"In order to promote the overall sustainability and transformation in our organisation, we have a vision to ensure that Mentoring and Coaching will support our objectives with particular focus on reflecting the demographics of the society in which we operate." Step Seven: Human Resource Audit and Identify Coach/mentorsFocus on the gaps and measure the kind of people that need to be part of the programme.

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Good assessment is a requirement that will help with the linking of coaches/mentors to protégés and coachees.Selection criteria needs to be determined and facilitated (again VIP can help here too) Step Eight: Select protégés and coachees based on pre-determined criteriaTheir objectives need to be aligned to the company objectives and expectationsThey need to be chosen based on outcomes, attitude, and willingness to learn Step Nine: The Matching ProcessThe Coach and Mentor need to be matchedJoint consultation and joint training is a must for all concerned so that they can get to know one another thus making the process easier. Step Ten: Develop an on-going communication strategy with-in the companyInform all stakeholders and observers on a regular and on-going creative programmeGet feedback from the evaluation process and make sure the challenges and victory stories are told to allCreate an agenda on every management meeting, conference, talk/presentation and "green Square" time Step Eleven: Measure the process\programme and the personal progress of coaches/mentors and their coachees/protégés.Create company context specific criteria that makes sense and is linked to the performance systemAdd Coaching/Mentoring on to the KPI's of those doing the job of Coaching/Mentoring.Audit the process every 90 days using the same expectations and criteria Step Twelve: Create a support system for the Coach/MentorsMake on-going training and empowering part of the process.Create learning and sharing of knowledge forum/intra-net and become a learning organisation Step Thirteen: Create a checklist which contains:

Organisational readiness Top Management commitment Adopt a champion and appoint the

person to lead the process. Create an evaluation process with

measurable agreed upon. Link the resources The budget Communication strategy and PR Selection and training

Matching process Contingency plans to deal with

challenges and issues Support for coach/mentors Link to EE and Skills Development

programme Link to HR Performance system Create time-lines Create roll-out of the process and

admin but keep this to absolute minimum.

 Step Fourteen: The life cycle 

Obtain approval and by-in from EXCO Apply for grants Project steering committee All stakeholders part of it Profile company culture Profile the mentors/coaches Profile protégés/coachees Selection of the coach/mentors

Selection of the coachees and protégés

Training of the coaches/mentors and coachees/protégés

Develop the ROI factors and measuarables

Implementing plans Check the risk factors involved

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Ensure roles accountabilities and responsibilities are clearly aligned 

Measuring the process on pre-determined criteria

Lessons that were learned and re-structuring

Concluding the programme and process 

If mentoring and coaching are to be successfully implemented in your company you need to look at the entire process and carefully consider all the items above.

Tools

Coaching and Mentoring tools mainly consist of:

Inter-personal skills Basic project management processes and criteria Basic and advanced questioning techniques Healthy confrontive skills High degrees of focus on the desired outcomes Focus on the timing, pacing, processing, big-picture, detail and roll-out Reporting and integrative, strategic and analytical thinking High levels of facilitation and orchestration skills

These tools are directly linked to skills and competencies required for the process to be successful.

Benefits to Employers

The process will be introduced by professional coaching providers with a high degree of focus on company-specific outcomes.

Your expectations and criteria will be focused on and measured all the way through. Your company culture will be measured and the training will be aligned to the internal performance

processes. The Coach-Mentors and Mentees will be trained to co-operate on their highest expectations and will

therefore be aligned to their job profiles and outcome requirements. The company culture will be influenced to accept the “Coaching/Mentoring way” as a way of

management in the future thus creating more effective communication, more focus, more co-operative relationships, higher levels of mutual understanding and productivity.

Your desired outcomes of: Staff retention especially key staff must be obtained Effective succession planning More effective knowledge management Increased productivity Easier roll-out of processes as they are now integrated into the coaching/mentoring

relationships Together with the purposes of the programme namely:

To formalize the company-specific “effective mentor” competencies To use these competencies as a selection criteria tool for future Coach/Mentors To develop a Coaching/Mentorship policy To design company-specific Coach/Mentorship programme material To ensure that the methodology and approach of the Coaching/Mentoring programme are

clearly linked To provide guidance and advice regarding the company climate where

Coaching/Mentorship is valued and internalized by all for the benefit of all. Early identification of new Mentors and Mentees based on the company profiles. Timeous talent supply for leadership positions will be a reality. Increase in the quality of the inter-personal working relationships with-in the company.

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Less risk when appointing new candidates into new important and critical positions due to the accuracy of the Coaching/Mentoring process which will be integrated into and internalized by all in the company culture.

Less expensive than to get new external candidates for new positions and waiting for them to “come on line” for the next 18 months.

Reinforcement of organisational cohesiveness. Maximizing employee and management relationships and productivity. Improving the market capitalization because of confidence in leadership continuity and direction with key

clients, investors, industry groups and government.

Case Study

AFRICAN LIFE had 16 of their managers trained to be Business and Life Coach/Mentors in order to facilitate their team of employees that were part of their leadership advancement process. The entire process was:Monitored with logged coaching/mentoring interventionsFocused on adding value to the employees Evaluated and supported by the outsourced companyPart of an assessed process and coaches’ qualification was part of the feedback and success of the coacheesClearly interviewed and success stories, failures and learnings recorded and measured against their key performance indicators.

Coaching and Mentoring over the period of 12 months, added amazing amounts of value and enhanced all the training done separately by other in-house trainers. High levels of accountability, performance gains, responsibility, adoption of personal ownership of projects, job outcomes and new knowledge gained were included in the list of positives. There were promotions and internal career shifts upward that were recorded as well. The one sales regional office increased sales and sales-related focus areas by over 36% and there was an administrator (introvert by nature) that was groomed to be the next regional sales team administrator. Everyone in the team recognised her growth.

The downside was the fact that the Manager/Coaches still refused to challenge the “culture-virus of we are too busy around here” and the process lost some momentum and focus due the reality of busy-ness of busy-ness sucking them into its vortex. The HR executive has highlighted however to revisit the process in the New Year and start again!

Conclusion

Coaching and Mentoring has to be introduced into the company culture with a high regard for professionalism and must not be treated like “another training programme” because this dynamic process will directly influence and affect the company culture like no other intervention or training programme known to business and industry. The researched results have proven beyond a shadow of doubt that a well-structured and implemented process into a company or organisation will positively affect the efficiency, effectiveness, inter-personal relationships and productivity levels.

The truth is that Coaching and Mentoring is here to stay and will be the management and leadership tool of the new millennium.

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