Coaching And Mentoring Models Pdf

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Coaching and mentoring can provide an array of benefits for organizations of all sizes, especially small businesses. When conducted in an efficient and productive manner, coaching and mentoring provides employees a way to connect, learn and grow within the company and along their own career paths. The importance of mentoring in an organization can often be overlooked as the benefits are not easily quantifiable.

The objective of coaching to encourage people to solve problems for themselves rather than referring them back up to their manager. In fact, managers who coach tend to place a lot of emphasis on developing the people reporting to them, and on creating an environment where people can perform as independently as possible. This free eBook will give you an understanding of the coaching principles you will need to run a successful coaching program. It discusses the use of external coaches and the issues that confront managers who act as coaches to their own team. It describes key aspects of coaching including: active listening, building rapport, asking questions, demonstrating empathy, using intuition, goal setting and giving feedback.

Know the Difference Between Coaching and Mentoring

To browse Academia. Skip to main content. By using our site, you agree to our collection of information through the use of cookies. To learn more, view our Privacy Policy. Log In Sign Up. Download Free PDF. Coaching and Mentoring. Jim tunstall. Download PDF. A short summary of this paper. At the same time, the HR function has been shifting many "people management" functions back to line managers so that it can focus on more strategic issues at corporate level.

The study found that line managers rather than HR had primary responsibility for promotions, coaching, performance management, employee disciplinary action, termination decisions, career development, and recruitment and selection.

At the same time, the study found that line managers did not feel comfortable with many of these responsibilities. This is not surprising. Antonioni says that most managers are appointed because of their prowess in technical functions, and they therefore tend to be uncomfortable with the leading and coaching aspects of the managerial role. The ageing workforce has multiple implications for managers too.

There is the problem of how to ensure that their knowledge and experience is conveyed to younger employees. Coaching and mentoring are emerging as critical activities to achieve knowledge transfer. Of the organisations that have addressed the issue, in many cases the process amounts to no more than an informal chat with colleagues before leaving.

Other arguments for coaching and mentoring come from the learning and development function. A study published by the International Personnel Management Association compared outcomes from training compared with outcomes obtained when training was combined with coaching Laabs, It is generally accepted among learning and development practitioners that skills training alone seldom achieves employee competence.

For new competencies to be consolidated, the training needs to be followed by practice, coaching and support back in the workplace. If this does not occur, new skills quickly atrophy and competence is never achieved. People need to be coached and given feedback on their performance. Defining and distinguishing coaching and mentoringGiven that there are good arguments for incorporating coaching and mentoring into management practices, how are coaching and mentoring defined, and what are the differences between them?

CoachingTo take coaching first, coaching has a wide variety of manifestations in society. At one end of the spectrum are programs of personal growth and development.

At the other extreme, coaching can be very specifically skills-oriented eg sports or job skills. In the workplace, executive coaching is one manifestation, where senior executives are assigned a person who can clarify and work on their strengths, weaknesses and goals. It provides them with an impartial and insightful means of support, tailored to their specific needs. Organisations often begin their involvement in coaching with executive coaching.

In situations where the outcomes are positive, the organisation may then decide there is value in extending coaching further down through the management ranks. In most cases, external coaches are engaged for these purposes, and the impact on both individuals and the organisation can be profound. The type of coaching that have an even greater long-term effect on the organisation can be termed "workplace coaching", defined as the coaching of employees by their managers as an integral aspect of the managerial role, with the purpose of improving the worker's capability and workplace performance.

The subjects of coaching may include vocational skills, the generic skills associated with working in teams and career development. The outcomes for employees may include enhanced vocational knowledge and skills, enhanced generic skills eg communication, working with others in teams, problemsolving, initiative, planning and organising tasks, self-management , greater motivation and morale, and improved clarity about career direction.

MentoringMentoring has always had a role in the business world, but traditionally it has been confined to "a senior manager showing a junior manager the ropes". In recent years there has been a resurgence in the mentor role in organisations, as the concept of knowledge management has highlighted the importance of informal knowledgesharing between employees.

The effective use of knowledge in organisations is conditional not so much on technology and databases as on conversations where experts share their tacit knowledge with others. This focus makes mentoring very relevant. Mentoring can be defined as a role relationship where one person, the mentor, offers assistance, guidance, advice, encouragement and support to another person in order to foster their vocational and professional development.

The mentor works with a person to help them identify areas for improvement and develop positive approaches to professional, organisational and change issues. The mentoring process enables the person being mentored to discuss issues that may be controversial and involve risk. The mentoring relationship is a dynamic one involving a balance of nurturing and support on the one hand, together with stretch and challenge on the other. The skilled mentor is able to move smoothly between the two modes.

Coaching and mentoring terminologyThere are many labels that are used for the person being coached or mentored. The choice of terminology is a question of what the coaching or mentoring consultant uses, and what is accepted most easily in the culture of the organisation. Comparing coaching and mentoringThere is a great deal of confusion in the marketplace between coaching and mentoring. It is useful to identify the similarities and contrasts between them.

Table 1 describes some of the key contrasts. The contrasts in Table 1 are not strict. There is much overlap, and the two roles should be seen as differences in emphasis. For some people, the key difference is that the coach need not be an expert performer in the subject matter area consider sports coaching , but a mentor has usually been an acknowledged performer. Another perspective is that coaching and mentoring fall at different points along a continuum between "performance" and "relationship".

The coach is more focused on immediate improvements in performance, while the mentor places more emphasis on the relationship -trust and confidence are focused on the persons involved rather than on specific tasks and skills.

Hence, in mentoring, role modelling has a greater importance than in coaching. Coaches and mentors often talk about switching from one role to the other. A mentor may talk about using coaching on particular occasions, when it is relevant for the mentoree to acquire a particular skill or address a particular obstacle in their development. A coach may shift into the role of mentor when the coachee broaches broader career questions and the coach has relevant personal experience to share.

The skills needed for coaching and mentoring are very similar. Both provide one-toone support for a person's learning and development. These are discussed below. In practice, organisations may use the terms coaching and mentoring interchangeably, depending solely on which term can be communicated most easily in the organisation's culture.

For example, an initiative at the Insurance Australia Group used the term "coaching" as this was adopted more readily by employees, although the process was probably better described as mentoring on the above definitions. Evidence for the value of coaching and mentoringThe incidence of coaching and mentoring programs is increasing.

One of the difficulties with measuring the impact of coaching or mentoring in organisations is that it frequently occurs in an informal way. In fact Kinlaw , an author of one of the more popular books on corporate coaching, describes coaching as a "distributed leadership function". He explains that coaching is a function that can be performed at various times by any member of a team, not just by the person in an appointed leadership role. They concluded that the economic benefits of training were greatest when training was integrated with coaching and associated practices such as individual development plans, personal action planning and feedback systems.

A study by Manchester Consulting McGovern et al, of executives developed a methodology to estimate the ROI on the costs of coaching. It determined that the average return was 5. It is important to consider the methods and assumptions used in reaching such figures, but such studies give a view of the possible gains of coaching or mentoring across the breadth of the business landscape.

Studies involving large samples provide some evidence of the value of coaching and mentoring. However, coaching and mentoring are complex human interventions and their success or failure is dependent on many factors. Further, these interventions do not take place in isolation, raising the question of how much of subsequent improvement can be attributed to the coaching or mentoring intervention.

The factors that are critical to the success of programs are discussed below. Structured programs for coaching or mentoringTo some extent, coaching and mentoring occur naturally in organisations.

However, the unstructured approach leaves outcomes to chance. One possible problem of this is that the coach or mentor may not have very effective skills in facilitating learning and development. The informal approach may also reinforce existing gender or racial inequalities. Structured programs aim to extend the benefits of coaching and mentoring more widely and reliably through the organisation.

The aim of a structured mentoring program Stolmack and Martin, is to create effective mentoring relationships, guide the desired professional development of those involved, and evaluate the results for the mentorees, the mentors, and the organisation. The establishment of a structured coaching or mentoring program enables the organisation to determine the approach that is appropriate to the organisation's culture and strategy.

A structured program should deliver greater benefits to the organisation than an informal approach for a number of reasons. Moreover, the participants can be selected on the basis of appropriate criteria and matched through a suitable process.

Training for mentors to ensure they are 6 If the program is directed at coaching for executives, then the aims are similar -to foster the skills and confidence of executives, and to achieve measurable improvements for the business. However, if the aim is to build the skills of line managers to incorporate coaching into their normal management style, then the outcomes are of a different nature.

The changes to be expected include a widespread cultural shift, which may be reflected in increased job satisfaction across the workforce and within teams, and increased innovation as well as the financial indicators of increased revenue and profits.

Conditions for effective programsA number of factors are required for coaching or mentoring programs to be effective. Firstly, there must be a degree of organisational readiness. The Kulik and Bainbridge study explored the shift of responsibility between HR managers and line managers for various people management functions, including coaching. It found that HR managers were more optimistic than line managers about the benefits of line manager involvement for the organisation in terms of higher employee satisfaction and organisational performance.

Line managers did not express an interest in taking on more responsibilities for any of the people management activities, and would like to reduce their involvement in some activities. The data also showed there are people management "hot potatoes"activities over which both groups HR and the line would like to relinquish primary responsibility.

Coaching and performance management were two such activities. Coaching also rated as an activity in which organisations were least effective together with leadership development, career development and succession planning. Kulik and Bainbridge commented that "instead of being concerned about whether people management is the responsibility of HR or the line, both parties need to work together to determine the most effective sharing of responsibility for these crucial activities".

If there is resistance to the idea of coaching or mentoring in the organisation, then this needs to be addressed at the outset.

Organizational Benefits of Coaching & Mentoring

What are the benefits of coaching and mentoring employees? Coaching and mentoring an employee makes them more valuable to your organisation by developing and enhancing their skills—both professionally and personally. By being interested in the growth of your staff, you're showing them that you care about their progress. And this can increase their loyalty to you. Some choose one method over the other.

Skip to search form Skip to main content You are currently offline. Some features of the site may not work correctly. Wang and I. Wang , I. Millward Published Psychology International journal of evidence based coaching and mentoring.

PDF | Coaching and mentoring can inspire and empower employees, (The people performance potential model that categorizes teams and.

Know the Difference Between Coaching and Mentoring

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The mentor is responsible for providing support to, and feedback on, the individual in his or her charge. The best way to understand how coaching and mentoring relationships are structured is to do a side-by-side comparison:. Relationship is more likely to be short-term up to 6 months or 1 year with a specific outcome in mind.

The authors explain the merits of different types of coaching—directive, nondirective, and situational—and note that sometimes no coaching at all is appropriate. They describe how managers can use the four-step GROW model to become more skilled at listening, questioning, and drawing insights out of the people they supervise. The article concludes with recommendations for making coaching an organizational capacity—effecting a cultural transformation by articulating why coaching is valuable for the firm as well as individuals, ensuring that leaders embrace and model it, building coaching capabilities throughout the ranks, and removing barriers to change. To cope with disruptive change, companies are reinventing themselves as learning organizations.

Coaching and Mentoring

Mentoring and coaching GROW model

Он понимал, что мы могли решиться на это только в одном случае - если нашли Северную Дакоту. По спине Сьюзан пробежал холодок. - Конечно, - чуть слышно сказала .

 - Я думал, что… - Ладно, не в этом. В главном банке данных происходит нечто странное. Джабба взглянул на часы. - Странное? - Он начал беспокоиться.  - Можешь выражаться яснее. Две минуты спустя Джабба мчался вниз к главному банку данных.

Organizational Benefits of Coaching & Mentoring

 - Он взял у Джаббы мобильный телефон и нажал несколько кнопок.  - Мидж, - сказал.  - Говорит Лиланд Фонтейн.

Если бы не он, мы бы до сих пор взламывали шифры с помощью карандаша и бумаги. А теперь уходите! - Он повернулся к Бринкерхоффу, с побледневшим лицом стоявшему возле двери.  - Вы оба. - При всем моем уважении к вам, сэр, - сказала Мидж, - я бы порекомендовала послать в шифровалку бригаду службы безопасности - просто чтобы убедиться… - Ничего подобного мы делать не будем.

 Позвольте вам сразу кое-что объяснить, - сказал директор. Секунду спустя оба, залившись краской, делали доклад директору Агентства национальной безопасности. - Д-директор, - заикаясь выдавил светловолосый.

Беккер предпринял последнюю попытку: - Мистер Клушар, я хотел бы получить показания этого немца и его спутницы. Вы не скажете, где они могли остановиться. Клушар закрыл глаза, силы покинули. Он едва дышал.

Туда и обратно, - мысленно повторял.  - Туда и обратно. Он был настолько погружен в свои мысли, что не заметил человека в очках в тонкой металлической оправе, который следил за ним с другой стороны улицы. ГЛАВА 18 Стоя у громадного окна во всю стену своего кабинета в токийском небоскребе, Нуматака с наслаждением дымил сигарой и улыбался. Он не мог поверить в свою необыкновенную удачу.

Чатрукьян посмотрел на телефонный аппарат и подумал, не позвонить ли этому парню: в лаборатории действовало неписаное правило, по которому сотрудники должны прикрывать друг друга. В шифровалке они считались людьми второго сорта и не очень-то ладили с местной элитой. Ни для кого не было секретом, что всем в этом многомиллиардном курятнике управляли шифровальщики. Сотрудников же лаборатории безопасности им приходилось терпеть, потому что те обеспечивали бесперебойную работу их игрушек.

Coaching Skills PDF – Free Download

ГЛАВА 25 Городская больница закрылась для посетителей.

Шестнадцать часов. Но это не все, сэр. Я запустил антивирус, и он показывает нечто очень странное. - Неужели? - Стратмор по-прежнему оставался невозмутим.

Какой идиот станет делать на кольце надпись из произвольных букв. Фонтейн свирепым взглядом заставил его замолчать. - Вы меня слышите? - вмешался Беккер, чувствуя себя неловко.

 - Я спущусь вниз, в подсобное помещение, и выключу рубильник. Стратмор медленно повернулся. Он являл собой печальное зрелище. - Это сделаю я, - сказал он, встал и, спотыкаясь, начал выбираться из-за стола. Сьюзан, чуть подтолкнув, усадила его на место.