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Mentoring and Coaching

Mentoring and Coaching. Fasset: October 2013. Welcome Note. Welcome to Mentoring and Coaching Workshop. Purpose: Teach you skills and knowledge that will enable you to effectively mentor and coach others. Will be introduced to mentoring and coaching-related terminology,

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Mentoring and Coaching

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  1. Mentoring and Coaching Fasset: October 2013

  2. Welcome Note • Welcome to Mentoring and Coaching Workshop. • Purpose: Teach you skills and knowledge that will enable you to effectively mentor and coach others. • Will be introduced to • mentoring and coaching-related terminology, • mentoring and coaching-related documents, • role-players in the mentoring and coaching processes (and their functions) and • the steps in the mentoring and coaching processes. Mentoring and Coaching

  3. Welcome Note (cont.) • Workshop (and Learner Guide) consists of learning units. • Learning units include activities. • Mentoring and coaching-related templates in the relevant learning units. • Workshop is non-credit bearing. Mentoring and Coaching

  4. Content Learning Unit 1: Mentoring-related concepts Learning Unit 2: Steps in the mentoring process Learning Unit 3: Initiate the mentor-mentee relationship Learning Unit 4: Define the mentor-mentee relationship Learning Unit 5: Plan the education, training and development of the mentee Learning Unit 6: Review the planned education, training and development of the mentee Learning Unit 7: Perform continuous mentoring-related activities Mentoring and Coaching

  5. Content Learning Unit 8: Coaching-related concepts Learning Unit 9: Steps in the coaching process Learning Unit 10: Initiate the coach-learner relationship Learning Unit 11: Identify the task that the learner must be able to perform Learning Unit 12: Prepare the learner for the coaching Learning Unit 13: Conduct the coaching sessions Mentoring and Coaching

  6. Activity 1 • Find a partner and discuss the following questions with • him/ her. Record your joint response to the questions in • the space provided. • 1.1 Why do you mentor employees in your organisation? • 1.2 Who (i.e. what employees) do you mentor? • 1.3 How and when do you mentor employees? Mentoring and Coaching

  7. Learning Unit 1: Mentoring-related concepts Mentoring and Coaching 7

  8. What is mentoring? • caring relationship • a person with more experience (i.e. the Mentor) • works with a less experienced person (i.e. the mentee) • to promote the professional and personal development of mentee Mentoring and Coaching

  9. Who mentors? • A Mentor Mentoring and Coaching

  10. Who is mentored? • a mentee (or protégé) Mentoring and Coaching

  11. What are the advantages of mentoring? Mentoring and Coaching

  12. Learning Unit 2: Steps in the mentoring process Mentoring and Coaching 12

  13. Steps in the mentoring process Initiate the mentor-mentee relationship(Learning Unit 3) Define the mentor-mentee relationship(Learning Unit 4) Plan the education, training and development of the mentee (Learning Unit 5) Review the planned education, training and development of the mentee(Learning Unit 6) Perform continuous mentoring-related activities(Learning Unit 7) Mentoring and Coaching

  14. Learning Unit 3: Initiate the mentor-mentee relationship Mentoring and Coaching 14

  15. Steps in the mentoring process Initiate the mentor-mentee relationship(Learning Unit 3) Define the mentor-mentee relationship(Learning Unit 4) Plan the education, training and development of the mentee (Learning Unit 5) Review the planned education, training and development of the mentee(Learning Unit 6) Perform continuous mentoring-related activities(Learning Unit 7) Mentoring and Coaching 15

  16. What should the HR/ Training Department do to initiate the mentor-mentee relationship? • Identify Mentor and mentee  Step 1 Mentoring and Coaching 16

  17. Who can be a Mentor? • Senior professional employees (e.g. Accountants, Engineers, Technicians, HR Consultants, etc.). • Senior trade workers (e.g. Carpenters, Mechanics, Electricians, etc.). • Senior employees from other occupations (e.g. clerical workers, etc.). • Supervisors and Managers. • Employees from the HR/ Training Department. Mentoring and Coaching

  18. What characteristics should a Mentor have? • Leadership– The Mentor should be able to influence the mentee to achieve certain objectives. • Self-knowledge– The Mentor should be aware of his/her likes, dislike and beliefs. • Commitment to the development of people – The Mentor should be willing to develop and motivate others. • The ability to act as sponsor, teacher, ‘insider’, encourager and supporter, counsellor and advisor to the mentee. Mentoring and Coaching

  19. Who can be a mentee? • New employees (including professionals and trade workers) who just completed education-type training interventions i.e. qualifications. • Less experienced (and usually younger) employees who are earmarked for accelerated development. • Employees who are busy with training interventions (e.g. qualifications, skills programmes, short courses, etc.). Mentoring and Coaching

  20. What should the HR/ Training Department do to initiate the mentor-mentee relationship? (cont.) •  • ‘Pair’ Mentor and mentee  • Orientate Mentor and mentee Step 2 Step 3 Mentoring and Coaching 20

  21. Learning Unit 4: Define the mentor-mentee relationship Mentoring and Coaching 21

  22. Steps in the mentoring process Initiate the mentor-mentee relationship(Learning Unit 3) Define the mentor-mentee relationship(Learning Unit 4) Plan the education, training and development of the mentee (Learning Unit 5) Review the planned education, training and development of the mentee(Learning Unit 6) Perform continuous mentoring-related activities(Learning Unit 7) Mentoring and Coaching 22

  23. What should the Mentor discuss during the meeting? http://www.youtube.com/watch?v=v3MnGaheXdY&feature=player_embedded Mentoring and Coaching

  24. What should the Mentor discuss during the meeting? • The purpose of the meeting. • The agreement to the mentor-mentee relationship. • The purpose and benefits of mentoring. • The mentee’s background and work experience. • The Mentor’s background and work experience. • The mentee’s previous mentor-mentee relationships. Mentoring and Coaching

  25. What should the Mentor discuss during the meeting? (cont.) • The roles and responsibilities of role-players involved in the mentoring process. • The structuring of the mentor-mentee relationship. • The questions, inputs and/ or concerns of the mentee. Mentoring and Coaching

  26. Learning Unit 5: Plan the education, training and development of the mentee Mentoring and Coaching 26

  27. Steps in the mentoring process Initiate the mentor-mentee relationship(Learning Unit 3) Define the mentor-mentee relationship(Learning Unit 4) Plan the education, training and development of the mentee (Learning Unit 5) Review the planned education, training and development of the mentee(Learning Unit 6) Perform continuous mentoring-related activities(Learning Unit 7) Mentoring and Coaching 27

  28. Activity 2 • Read the Learner Guide section allocated to you. Mentoring and Coaching

  29. Activity 2 (cont.) • Conduct an ‘IDP-planning meeting’ with ‘your mentee’ to plan the education, training and development of the mentee. (One person will play the role of ‘the Mentor’ and another person will play the role of ‘the mentee’ during the ‘IDP-planning meeting’. ‘The Mentor’ has to discuss relevant aspects with ‘the mentee’ and ‘the mentee’ has to provide inputs during the ‘IDP-planning meeting’.). Also complete ‘your mentee’s’ Individual Development Plan (IDP) (available on the next pages) during and after the ‘IDP-planning meeting’. Mentoring and Coaching

  30. Activity 2 (cont.) • Observe the ‘IDP-planning meeting’ that takes place between ‘the Mentor’ and ‘the mentee’. (The purpose of the ‘IDP-planning meeting’ is to plan the education, training and development of the mentee.) Make notes on the effectiveness of the meeting by using the Observation checklist provided on the next page(s). • As a group, discuss the effectiveness of the meeting that took place. Mentoring and Coaching

  31. Learning Unit 6: Review the planned education, training and development of the mentee Mentoring and Coaching 31

  32. Steps in the mentoring process Initiate the mentor-mentee relationship(Learning Unit 3) Define the mentor-mentee relationship(Learning Unit 4) Plan the education, training and development of the mentee (Learning Unit 5) Review the planned education, training and development of the mentee(Learning Unit 6) Perform continuous mentoring-related activities(Learning Unit 7) Mentoring and Coaching 32

  33. What should the Mentor discuss during the IDP-review meeting? • The purpose of the IDP-review meeting and the Individual Development Plan (IDP). • The progress in terms of the planned education, training and development-type training interventions. • The questions, inputs and/ or concerns of the mentee. • The mentee’s review of the IDP-review meeting as well as the mentee’s agreement to his/ her revised IDP. Mentoring and Coaching

  34. Learning Unit 7: Perform continuous mentoring-related activities Mentoring and Coaching 34

  35. Steps in the mentoring process Initiate the mentor-mentee relationship(Learning Unit 3) Define the mentor-mentee relationship(Learning Unit 4) Plan the education, training and development of the mentee (Learning Unit 5) Review the planned education, training and development of the mentee(Learning Unit 6) Perform continuous mentoring-related activities(Learning Unit 7) Mentoring and Coaching 35

  36. Activity 3 • 1. Read the Learning Guide section/ card allocated to your • group. When done, conduct a group discussion in terms • of the questions below. Record your joint response to the • questions in the space provided. • 1.1 What is the role of the Mentor as a sponsor/ teacher/ • ‘insider’/ encourager and supporter and counselor and • advisor? Mentoring and Coaching

  37. Activity 3 (cont.) • 1.2Do you think the role of the Mentor as a sponsor/ • teacher/ ‘insider’/ encourager and supporter and • counselorand advisor is important in your • organisation? Why do you say so? • 1.3 Do you/ Mentors in your organisation currently fulfill • the role as sponsor/ teacher/ ‘insider’/ encourager and • supporter and counselor and advisor? Why do you say • so? Mentoring and Coaching

  38. Steps in the mentoring process Initiate the mentor-mentee relationship(Learning Unit 3) Define the mentor-mentee relationship(Learning Unit 4) Plan the education, training and development of the mentee (Learning Unit 5) Review the planned education, training and development of the mentee(Learning Unit 6) Perform continuous mentoring-related activities(Learning Unit 7) Mentoring and Coaching 38

  39. Content Learning Unit 1: Mentoring-related concepts Learning Unit 2: Steps in the mentoring process Learning Unit 3: Initiate the mentor-mentee relationship Learning Unit 4: Define the mentor-mentee relationship Learning Unit 5: Plan the education, training and development of the mentee Learning Unit 6: Review the planned education, training and development of the mentee Learning Unit 7: Perform continuous mentoring-related activities Mentoring and Coaching

  40. Content Learning Unit 8: Coaching-related concepts Learning Unit 9: Steps in the coaching process Learning Unit 10: Initiate the coach-learner relationship Learning Unit 11: Identify the task that the learner must be able to perform Learning Unit 12: Prepare the learner for the coaching Learning Unit 13: Conduct the coaching sessions Mentoring and Coaching

  41. Activity 4 • Find a partner and discuss the following questions with • him/ her. Record your joint response to the questions in • the space provided. • 1.1 Why do you coach employees in your organisation? • 1.2 Who (i.e. what employees) do you coach? • 1.3 How and when do you coach employees? Mentoring and Coaching

  42. Learning Unit 8: Coaching-related concepts Mentoring and Coaching 42

  43. What is coaching? • a training method whereby • a less-skilled person (i.e. the learner) is • guided (on a one-on-one basis) • by a skilled person (i.e. the Coach) • to implement specific skills and knowledge • to be able to perform a certain task and sub-tasks according to certain performance standards/ assessment criteria Mentoring and Coaching

  44. Who coaches? • A Coach Mentoring and Coaching

  45. Who is coached? • a learner Mentoring and Coaching

  46. What are the advantages of coaching (as a training method)? • It is cost-effective and costs less to develop and implement than other training methods. • It is a flexible training method and can easily be modified. • It can easily be tailored to meet the needs and personal learning styles of individual learners. • It results in standardisation of procedures in the organisation. Mentoring and Coaching

  47. Learning Unit 9: Steps in the coaching process Mentoring and Coaching 47

  48. Steps in the coaching process Initiate the coach-learner relationship (Learning Unit 10) Identify the task that the learner must be able to perform (Learning Unit 11) Prepare the learner for the coaching (Learning Unit 12) Conduct the coaching sessions (Learning Unit 13) Mentoring and Coaching

  49. Learning Unit 10: Initiate the coach-learner relationship Mentoring and Coaching 49

  50. Steps in the coaching process Initiate the coach-learner relationship (Learning Unit 10) Identify the task that the learner must be able to perform (Learning Unit 11) Prepare the learner for the coaching (Learning Unit 12) Conduct the coaching sessions (Learning Unit 13) Mentoring and Coaching

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