Leadership Coaching Mentoring

Leadership Coaching & Mentoring © IAB 2006
Leadership Coaching
& Mentoring
Mazlan Samsudin
Dr. Hj. Ahmad Rafee Che Kassim
Institut Aminuddin Baki
Ministry of Education Malaysia
Genting Highlands
© Research Department, Institut Aminuddin Baki, Ministry of Education
The roles we play

Leaders
Managers
Administrators
Followers
Dr. Ahmad Rafee Che Kassim, Mazlan Samsudin & Dr. Abd Aziz Md Noor
1
Roles of Leaders
COACH KETUA PROBLEM-SOLVER CONTROLLER
PENENANG LINKER
PAKAR PEMBIMBING MENTOR
PENGURUS RISK-TAKER
PENASIHAT MODEL PERANCANG
KAWAN STRATEGIST LEADERS TEAM-WORKER MOTIVATOR
COMMUNICATOR AHLI FALSAFAH

COUNSELOR
TRAINER
DELEGATOR HAKIM
TEACHER
HUMAN DEVELOPER SUPERMAN & SUPERWOMAN?
PENYOKONG
PROFESIONAL
LEARNER CULTURE-BUILDER
EXPERT LISTENER TEAM-BUILDER

Effective Leadership
Leaders take their staff from

where they are
to where
they’ve never been before
2
Lessons from Sports

• Sports teaches organizations the value of a coach
• Different approaches require different skill levels,
attitudes and motivation
Remember Tiger Wood?

• Coaching is like having a
personal trainer for your life.
• So,
• Do the drills and get the skills!
3
Coaching function
• Your coach enables you to determine your own
answers through the work done in the coaching
partnership.
Coaching: a professional partnership

• The first thing you and your coach may want to
explore is what to remove from your busy schedule
to make your life feel simpler, more balanced, and
more manageable.
4
You will be
• Invited to look at old situations in new ways
• Be offered new concepts and different ways to
approach things
• But, are you willing to try out new possibilities and
stretch your creative sides?
COACHES &
MENTORS WILL
• Encourage you to set goals that you truly want
• Ask you to do more than you may have done on
your own
• Help you focus better in order to produce results
more quickly
• Provide you with the tools, support and structure to
accomplish more
5
Roles of Leaders
mentoring
leader
coaching
counseling
Who
An individual with advanced experience and
knowledge who is committed to giving
mentor support and career/job advice to a less experienced
person
A coach helps workers grow and

coach improve their job performance
A person engaging in a supporting process

to define and correct
counselor personal problems
or skills that affect performance
6
What
Best approach for above average performers, those who

mentor are excelling.
An excellent activity for people who are performing OKAY.

coach It helps workers grow and improve their job performance by
providing suggestions and encouragement.
An appropriate choice for those who are

counselor performing below average.
Coaching, Mentoring &

Counseling
mentor Above Standard
coach Standard Performance
counselor Below Standard
7
What is
Coaching through professional partnerships
• a model of professional development
• carried out "on-site"
• deals with current leadership issues and concerns
• a chance to gain outside perspectives
• an excellent role model
• based on sound research
• action research in action
• a way of receiving affirmation for work well done.
Coaching is a facilitative style (Robertson, 2005)
Why Coach?
• Change practice • Awareness
• To achieve common goal • Accountability
• Reflective thinking • Responsibility
• Growth and capacity • Independence
(personal, professional, • Building trust
institution) • Move people
• Confidence (self-belief)
“Reflective Practitioner”
8
Coaching Skills
• Active listening
• Reflective interviewing
• Observing practice
• Reflective thinking/Self-assessment
• Goal setting
• Descriptive Feedback
• Evaluative Feedback
• Action research processes
• Trust, confidentiality and respect
Kerangka Utama
Kajian Tindakan
Merancang Merancang
Merancang Merancang
Refleksi Bertindak Refleksi Bertindak

Refleksi Bertindak Refleksi Bertindak
Menilai Menilai
Menilai Menilai
Kitaran 1 Kitaran 2
9
Context Interview Goal Setting Observation of

Active Listening, Reflective Questioning,
Reflective Questioning GROW/SMART
leadership
e.g. 1st., 2nd. & 3rd. e.g. action planning, practice
Level questions setting a focus e.g. job shadowing
Descriptive
Overview of Leadership Feedback
e.g. Self-assessment,
Coaching & Mentoring Describing leadership

practice, Mirror
Discussion/Ideas/
Reflective Evaluative Evaluative
Conversation feedback Feedback
Goal Setting (Leader listen) (Coach listen)
What’s next?
Active listening
• giving someone full attention
• not breaking in to conversation
• not giving advice
• not sharing your own stories
• taking careful note, in writing if necessary
• not asking questions, unless a brief
prompt
10
Active listening
• suspending judgment
• Is the basis of true dialogue
listen Æ
honor & respect Æ
suspend judgment Æ
voice your perspective
Context Interview
• Leadership is contextual/unique
• Every leader is unique
• Learn and understand the context
Group
Activity
11
Activity 1: Context Interview

• Write down three leadership situations that
you have been involved recently.
• Place asterisk (*) by the situation that you
find valuable to talk about with your
coach.
• Share the situation with your coach.
• Use Active Listening
• Take time to reflect.
Group
Activity
Activity 1: Context Interview

RULES
• Pay attention
• No interruptions
• No story telling
• Don’t give advice
• Suspend judgment
• No discussions until interview is
officially over.
Group
Activity
12
Items guiding the Context Interviewing

COMMUNITY INSTITUTIONAL CONTEXT
• Locale • District programmes
• Socioeconomic status • National programmes
• Ethnic composition/diversity • Professional affiliations
• Expectations • Charter/Policies
• Transiency • Staffing
• Resources – Strengths
• Parental Support – Experiences
• Internal/external politics
GOVERNING BODIES BELIEFS & EXPERIENCES
• Human Resources • Professional experiences
• Ministry of Education • Personal history
• Education Review Office • Philosophy of schooling/vision
• Parents-
Parents-Teachers Association • Parent/community values
• Board of Trustees • Cultural perspective
• Kindergarten Association • Religion
• Committees • Legislation Group
Activity
Reflective interviewing
• is a questioning technique that provides opportunities for
the questioned person to explore her or his knowledge,
skills, experiences, attitudes, beliefs, values, assumptions.
• There are at least three types or levels of questions that
leaders can use with partner to reflect critically on their
practice.
• Level 1: Clarifying Questions
• Level 2: Clarifying purposes, reasons, intended
consequences
• Level 3: Explore educational platform and
philosophies
13
• First Level – Clarifying Questions
• clarification of events, situations, actions, and feelings.
• often start with "Tell me ... what .... when ... if ... whether
.. who ... how ... why...“
• to make sure that the coach has all the information about
the particular observation/incident being shared with
them.
• Examples might be:
How often do you have these meetings?
Who sets the agenda?
How many members attend the planning meetings?
• Second Level – Clarifying purposes, reasons,
intended consequences
• to clarify purpose, reasons, and intended consequences.
• often started with "How ... why ... who ... which" and are
concerned with probing the reasons and intended
outcomes that a leader may have for the actions they have
taken.
What is the purpose of these meetings?
What do you hope will develop from them?
How do they affect learning and teaching?
14
• Third Level – Explore educational platform and
philosophies
• move the leader into the area of exploring the basis or
outcomes of his/her actions. These are called the linking
questions ... often called the 'So what' questions.
So what will happen next?
So what might you do differently?
So what impact does this have on the culture of this
institution?
How does this link with your goal of shared decision-
making?
How does this support your improvement plan?
Example of Reflective Interviewing

• Senario:
– Dalam lawatan ke sekolah, pegawai PPD/JPN telah
menyaksikan bagaimana seorang Guru Besar
mengendalikan sesi perancangan strategik sekolah.
sekolah.
Soalan Aras 1:
• Sudah berapa kali cikgu jalankan sesi ini?
• Siapakah yang terlibat dalam sesi ini?
• Apakah visi dan misi sekolah ini?
• Bagaimanakah pernyataan visi dan misi ini
digubal?
15

Soalan Aras 2:
• Mengapakah cikgu mengendalikan sesi ini pada waktu ini?
• Mengapakah cikgu menggunakan pendekatan begini?
• Apakah matlamat perancangan strategik ini? Mengapa?
• Bagaimanakah cikgu tahu jika matlamat ini telah dicapai
nanti?
• Apakah perkara yang dapat membantu ke arah pencapaian
matlamat ini?
• Apakah pula perkara yang mungkin akan menghalang
pencapaian matlamat ini?
• Pada pandangan cikgu, mengapakah sesi perancangan
strategik sebegini penting untuk sesebuah sekolah?
• Pada pandangan cikgu, apakah faedah yang paling penting
untuk semua staf yang terlibat dalam sesi sebegini?

Soalan Aras 3:
• Adakah cikgu yakin sesi perancangan strategik sebegini
boleh memberikan impak yang positif terhadap P&P di
sekolah ini pada masa depan?
• Bagaimanakah sesi sebegini dapat membantu cikgu dalam
menjalankan tugas cikgu sebagai pemimpin sekolah ini?
• Pada pandangan cikgu, apakah kesan daripada sesi sebegini
terhadap pembangunan kepimpinan staf sekolah ini?
• Bagaimanakah ini dapat dikaitkan dengan visi sekolah?
• Sekiranya cikgu menjalankan sesi ini di masa hadapan,
apakah perubahan akan cikgu lakukan dalam sesi
sedemikian?
• Apakah perkara yang spesifik yang dapat membantu cikgu
untuk mencapai hasrat atau matlamat cikgu?
16
SELF-ASSESSMENT
• Take a few minutes to reflect about yourself, and complete the SWOT
SWOT
analysis framework below.
• As a COACH, use Active Listening to help your partner to reflect on
his/her practice.
Strengths Weaknesses
• •
• •
• •
Opportunities Threats
• •
• •
• •
SETTING PROFESSIONAL
OBJECTIVES & GOALS
SESSION PROCESS RULES QUESTIONS
STRUCTURE
Goal • Define what is to be Specific • What will you be doing
setting achieved. when you have achieved
• Agree topics/focus for the goal?
coaching session • What do you want to do
• Agree objectives for next?
coaching session Measured • How will you measure the
• Set/agree professional achievement of the goal?
goals • What will you feel when
the goal is reached?
• What will it look like?
Reality • Understand the situation. Achievable • What might hinder you as
checking • Invite self-assessment you progress towards the
• Offer specific examples of goal?
feedback • What resources can you
• Avoid or check assumptions call upon?
• Discard irrelevant history • What has worked in
similar situations before?
17
SETTING PROFESSIONAL
OBJECTIVES & GOALS
SESSION PROCESS RULES QUESTIONS
STRUCTURE
Option • Discuss choices available Relevant • What do you and other parties
Exploration • Cover range of options get out of this?
• Invite suggestions • Have other parties agreed to it?
• Ensure choices are made • What might someone else think
to do in this situation?
• What is the most outlandish
option you can think of?
• What option do you think will
work best?
Wrapping • Agree and commit to Timed • When will you achieve the goal?
Up course of action • What will be your first step?
• Identify possible When?
obstacles/facilitating factors • When can we meet to review
• Make steps in action plans progress?
specific
• Define timing
• Agree support from coach
and others
Observation
THE PURPOSE...
• To gather information about a

colleague's practice.
• It will provide a descriptive account of
your partner's leadership actions.
• There should be no judgment or

evaluation in your comments.
18
Observation
THE PROCESS…
The observer needs to note:
1. Observable events
2. Key quotations and main points of conversations
3. The physical environment - the nonverbal
4. Time intervals (e.g. 2 minutes with angry staff
member)
5. Names of people involved in interactions
And then take time to fill in notes at end.

Group
Activity
EVALUATIVE FEEDBACK
• Describes leadership behaviors (that can be
changed)
• Is specific, descriptive, and informative
• Is related to the leadership goals and the focus set
• Makes links to the long-term goals and how this
session fits into the overall aims of the coaching
partnership
• Takes into account the needs of the leader and

leaves the leader’s dignity intact
19
EVALUATIVE FEEDBACK
• Is well timed and given as close as
possible to the time of observation
• Highlights successes and is positive about
the ability to improve practice
• Is understood in the way it was meant
• Gives specific examples of areas for

improvement or further focus
What can go wrong…

• Commitment
• Time
• Regularity of contact
• Lack of skills
• School or district culture
• Expectation of others
• Movement of staffs
• Sickness
• Not enough support staffs
• Not getting started
20
Summary
1. Leader establishes an area of focus.
2. Coach observes the leader in action.
3. Coach takes careful, descriptive notes.
4. Coach and leader take 5 to 10 minutes apart to
prepare notes on the observation, setting these
down according to:
a) Strengths – what worked well; progress made
towards goals.
b) Development – what could have been done better;
what were missed opportunities.
5. The pair again meet up.
Summary
6. Coach describes what he or she observed, and
the leader actively listens, without
interruption.
7. Leader self-evaluates, giving his or her
reflection on strengths and development.
8. The pair open up the session for reflective
dialogue, involving questioning, discussion,
and putting forward ideas.
9. Coach and leader review existing goals, set
new ones, and plan out the actions needed to
achieve them.
21
Summary
10. After the leader self-evaluates, the coach may give
feedback using AID:
Actions: The coach describes the things that

the leader is doing in the area under
review.
Impact: The coach describes the effect these
actions are having.
Desired outcome: The coach suggests how the leader
could do things more effectively.
References
1. Holliday, M. (2005). Coaching, Mentoring and
Managing. 2nd. Ed. Advantage Quest Publications.
Petaling Jaya, Malaysia.
2. Robertson, J. (2005). Coaching Leadership. Building
Educational Leadership Capacity through Coaching
Partnerships. NZCER Press. Wellington.
3. Robertson, J. (2005, Sept.). Coaching and Mentoring
Course Handout: Leaders Coaching Leaders through
Professional Partnerships. 4th. Ed.
22

Leadership Coaching Mentoring

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Leadership Coaching Mentoring

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Leadership Coaching & Mentoring © IAB 2006

© Research Department, Institut Aminuddin Baki, Ministry of Education

The roles we play

COMMUNICATOR AHLI FALSAFAH

EXPERT LISTENER TEAM-BUILDER

Leaders take their staff from

© Research Department, Institut Aminuddin Baki, Ministry of Education

Lessons from Sports

© Research Department, Institut Aminuddin Baki, Ministry of Education

Remember Tiger Wood?

© Research Department, Institut Aminuddin Baki, Ministry of Education

© Research Department, Institut Aminuddin Baki, Ministry of Education

Coaching: a professional partnership

© Research Department, Institut Aminuddin Baki, Ministry of Education

© Research Department, Institut Aminuddin Baki, Ministry of Education

© Research Department, Institut Aminuddin Baki, Ministry of Education

© Research Department, Institut Aminuddin Baki, Ministry of Education

A coach helps workers grow and

A person engaging in a supporting process

© Research Department, Institut Aminuddin Baki, Ministry of Education

Best approach for above average performers, those who

An excellent activity for people who are performing OKAY.

An appropriate choice for those who are

© Research Department, Institut Aminuddin Baki, Ministry of Education

Coaching, Mentoring &

mentor Above Standard

coach Standard Performance

counselor Below Standard

© Research Department, Institut Aminuddin Baki, Ministry of Education

© Research Department, Institut Aminuddin Baki, Ministry of Education

Refleksi Bertindak Refleksi Bertindak

Context Interview Goal Setting Observation of

Coaching & Mentoring Describing leadership

© Research Department, Institut Aminuddin Baki, Ministry of Education

© Research Department, Institut Aminuddin Baki, Ministry of Education

© Research Department, Institut Aminuddin Baki, Ministry of Education

Activity 1: Context Interview

Activity 1: Context Interview

Items guiding the Context Interviewing

© Research Department, Institut Aminuddin Baki, Ministry of Education

© Research Department, Institut Aminuddin Baki, Ministry of Education

Example of Reflective Interviewing

Example of Reflective Interviewing

Example of Reflective Interviewing

© Research Department, Institut Aminuddin Baki, Ministry of Education

© Research Department, Institut Aminuddin Baki, Ministry of Education

© Research Department, Institut Aminuddin Baki, Ministry of Education

• To gather information about a

• There should be no judgment or

© Research Department, Institut Aminuddin Baki, Ministry of Education

And then take time to fill in notes at end.

• Takes into account the needs of the leader and

© Research Department, Institut Aminuddin Baki, Ministry of Education

• Is understood in the way it was meant

• Gives specific examples of areas for

© Research Department, Institut Aminuddin Baki, Ministry of Education

What can go wrong…

Actions: The coach describes the things that

© Research Department, Institut Aminuddin Baki, Ministry of Education

© Research Department, Institut Aminuddin Baki, Ministry of Education

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