Coaching & Mentoring

20 March 2009

Mano Verabathran
INTAN Bukit Kiara,
JPA
Tel. : 03 - 20847480
mano@intanbk.intan.my
Learning Objectives
Upon completion of this module you will be able to
define the key concepts associated with Coaching
and Mentoring and you will be able to:

– Understand the basic processes behind coaching and

mentoring
– Have the ability to introduce coaching and mentoring
into the organization
– Understand the benefits of coaching and mentoring in
the organization
Learning Objectives (cont’d)

– Identify opportunities for coaching and mentoring

– Understand the nature of the relationships that must be
managed in any coaching or mentoring program
– Use the knowledge for the overall benefit of the
organization
 Why Do We Need
Coaching & Mentoring?
Why Do We Need Coaching &
Mentoring?
 The main reasons why organizations need
coaching and mentoring activities are as follows:

To maximize knowledge transfer

To increase the skill levels
For succession planning
 Why Do We Need Coaching &
Mentoring?
 To maximize knowledge transfer

Coaching & Mentoring provides a learning

channel that effectively transfers knowledge
within the organization
Critical knowledge is maintained in the
organization
Contextual learning is evident
 Why Do We Need Coaching &
Mentoring?
 To increase skill levels

The coaches and mentors can very effectively

transfer core skills
Customization of skills in relation to the core
activities of the business is retained
Cross training of staff can be achieved
 Why Do We Need Coaching &
Mentoring?
 For succession planning

The ability for the organization to identify ‘fast

track’ candidates and prepare them for new
jobs is enhanced by coaching & mentoring
Coaching & Mentoring can ensure continuity
of performance when key staff leave the
organization because core skills have been
transferred
Beneficiaries of Coaching &
Mentoring
The Coach / Mentor

The Employee

The Department

The Organization
 Benefits to The Coach / Mentor
 Benefits to the Coach / Mentor can be described
as:
Job Satisfaction

Further development of own skill level

Involvement in strategic activity

 Module 1

Understanding Mentoring
Characteristics of a Mentor
Task:
List what you think are the responsibilities of a
mentor and discuss it.
What does a mentor actually do?
 What does a mentor actually do?
Encourage
Convey sincere belief in protégé ability to succeed
Give advice
Give constructive feedback
Give formal and informal instruction (technical, clinical,
political)
Introduce to colleagues, etc.
Provide opportunities for protégé to demonstrate his/her
skills
 What does a mentor actually do?
Serve as career and lifestyle role model
Attend meetings, conferences, and other events together
Provide observation experience
Provide role-playing experience
Exchange/discuss ideas
Co-authoring
Challenge protégé to and assist with career planning and
development; emphasis on planning!
 What does a mentor actually do?
Review resumes, cover letters
Provide sense of direction/focus
Help in problem solving
Practice communication/interpersonal skills
Assist in career planning
Help set goals
What about mentees?
 What about mentees?
Potential to succeed
Capacity for self-disclosure
Willing to learn
Confident to try new things
Communicate well
Trust others
Ambitious
 What about mentees?
Internal focus of control
High job investment
Values relationships
Sees relationship between personal and
professional growth
Active learner
Focused
Learn from, but not have to please the mentor
 What about mentees?
Knows limits/ when to get help
Ethical
Takes initiative
Goal oriented
Organization/ time management skills
Open minded
 Tool 1

The Mentoring Readiness Test

 The Mentoring Readiness Test

1. When you think about your development and growth, which of the
following statement best represents your beliefs:

A. I am responsible for my own development and growth 10

B. Things change too fast, it is best to go with the flow 5
C. If you work for good managers, they will take care of your 0
growth and development

Comment: Mentoring and mentoring programs do not replace your responsibility for your
growth and development - you make the choices and take the actions. A mentor can only
help by asking questions, posing situations and providing resources.
 The Mentoring Readiness Test

2. What do you believe is the most effective role for a mentor

A. Teaches me what they know 5

B. Tells me what I need to do 0

C. Facilitates me clarifying my thoughts and actions. 10

Comment: Although you may want answers and advice, mentors know that for you to
be independent and able to think for yourself after the mentoring relationship ends, they
need to facilitate your learning with a soft, no pressure, self discovery approach.
 The Mentoring Readiness Test
3. When thinking about your expectations for the mentoring relationship
should they:

A. Depend on what the mentor wants and needs 0

B. Be clearly defined and communicated at the beginning of a 10

mentoring relationship
C. Emerge as the relationship develops 5

Comment: A mentor has the right to expect you to know and be able to articulate what
you want from the mentoring relationship. The expectation is reciprocal. Without this up
front discussion, it is impossible to determine if a good fit could exist.
 The Mentoring Readiness Test
4. How aware are you of who you are, what you value, the skills and
talents that make your unique and your limitations?

A. I am continually trying to define and refine what I 10

understand about myself
B. I sort of have some general impressions about myself 5

C. I haven't really thought about these things. 0

Comment: Self-awareness is your responsibility and a continuing process. How can

anyone help you achieve your goals and utilize your talents if you can’t communicate
these in clear terms? They can’t, so don’t put them in a no-win situation - know thyself
first.
 The Mentoring Readiness Test
5. What do you feel the mentor should get out of the relationship:

A. A good feeling of helping someone like me 5

B. Not much, they are already pretty successful and 0
accomplished at what they do
C. They should learn as much from me as I do from them 10

Comment: If, as a mentor, I don’t receive something in return, why should I do it? A
mentor has the right to learn and develop in the process, if nothing else, from your
feedback, how to be a more effective mentor and a different perspective. i.e., Help me
want to continue our mentoring relationship, and spend time with you by providing me a
reason-this is not a one-way street.
 The Mentoring Readiness Test
6. Which statement best represents your belief about plans and ideas
you and your mentor discuss:

A. I would think about these along time before taking action 0

B. I need to be willing to implement, take action, and put things 10

into effect
C. I would be willing to take action only when it involved taking 5
very little risk.

Comment: All talk and no action is the formula for frustration. As is playing it safe and not
being willing to stretch, grow and take risks. This would be like always practicing and
never playing the game. The reward is when things happen. No action on your part, is the
surest way to lose a mentor.
 The Mentoring Readiness Test
7. How will you react to feedback and observations from your mentor?

A. Check my ego at the door, be open-minded, willing to 10

change and be coached
B. Listen and take everything with a grain of salt, this is just one 5
persons perspective
C. Accept those things that affirm what you know about yourself 0
and reject that when your mentor doesn't understand the
situations you are dealing with

Comment: Assume your mentor is an ally, there to help you in your growth and
development. Reciprocate by being open-minded, willing to change and coachable.
Argumentativeness, resistance, hesitation, and suspicion are not the ingredients for a
productive and satisfying mentoring relationship.
 The Mentoring Readiness Test
8. What should be your role in finding a mentor?

A. Sign up for a mentoring program and wait for the 0

organization to assign you a mentor
B. A mentor has to want to help you so wait from them to ask 5
you
C. Watch for people who could help you and ask them to be 10
your mentor

Comment: Be proactive, don’t wait, it’s your life. Watch others if you feel they could help
you because of the traits they exhibit. Ask them to be your mentor. Most will consider this
request a compliment and honor. Don’t wait to be asked to dance
 The Mentoring Readiness Test
9. What should be your responsibility in maintaining the mentoring
relationship?

A. The sponsors of the mentoring program should define and 0

monitor how often and for how long we meet
B. It is my responsibility to keep in touch and request time for 10
us to meet
C. Since the mentor is giving me their time they should define 5
when and how often we meet.

Comment: Finding a mentor is just the start, keeping the relationship alive is equally
important. Your role in this is essential. If the relationship is of value, work at keeping it on
going by keeping in touch, asking for time, supporting, understanding your mentor, and
putting decisions into effect
 The Mentoring Readiness Test
10. Which statement best describes why you want to enter into a
mentoring relationship

A. I want to develop my potential and career 10

B. I would really like someone to listen to me and give advice 5

on the problem I am facing
C. It's kind of the thing to do in my organization and it sounds 0
interesting

Comment: Mentoring relationships are built on a foundation of trust and support.

Honesty is one of the bricks of this foundation. Disagreements will occur, how they are
handled is the key - the more openly differences are discussed the firmer the foundation
of trust between the mentoring partners.
 Module 2

Mentoring: The Process

So You Want to Be a Mentor

(or find a mentor)

 Eight Steps

• 1. Learn what mentoring is all about

• 2. Review mentoring suggestions
• 3. Make a match
• 4. Have your first meeting
• 5. Continue the partnership
• 6. Have a six-month check-up
• 7. Continue with personal growth
• 8. Conclude the mentoring partnership
Step One: Learn What Mentoring Is
All About
The mentoring partnership is an
agreement between two people sharing
experiences and expertise to help with
personal and professional growth.
Step One: Learn What Mentoring
Is All About (cont’d)

To learn about mentoring, you need to know:

• What does it take to be a mentor?
• What does the mentor get out of it?
• What are the mentee’s responsibilities?
• What does the mentee get out of it?
What Does It Take to Be a
Mentor?
• Desire
• Time
• Reality check
• Individual career
development plan
 What Does the Mentor Get Out
of It?
• Pass on successes
• Practice interpersonal &
management skills
• Become recognized
• Expand their horizons
• Gain more than the mentee does
What Are the Mentee’s
Responsibilities?
• Willing to learn
• Able to accept feedback
• Willing to “stretch”
• Able to identify goals
What Does the Mentee Get Out
of It?
• Listening ear
• Valuable direction
• Gaps filled in
• Doors opened
• Different perspective
 Step Two: Review
Mentoring Suggestions

• Commit to one-year partnership

• Discuss “no-fault” termination
• Have a six-month check-up
Step Three: Make a Match

You may be looking for a

mentor, a mentee, or both.
Step Three: Make a Match (cont’d)

General Guidelines

• Keep it out of the chain of command

• Try for a two grade level difference
Step Three: Make a Match (cont’d)

Looking for a Mentor

• Look for someone at or

near your location
• Or use the Mentoring
Program database
 Step Three: Make a Match (cont’d)

Looking for a Mentee

• Look at your location
– Senior people should reach out to junior
people
– Consider those who are quiet, not likely to
ask for help, or feel excluded
 Step Four: Have Your First
Meeting

• May be in person, by e-mail, or by

phone
• Discuss the mentee’s expectations
• Choose a neutral setting (if face-to-
face)
• Discuss when you will meet and how
often
Step Four: Have Your First Meeting
(cont’d)

• Discuss when it’s okay to phone

• Agree to confidentiality
• Get to know each other

Now you’re on your way!

 Step Five: Continue the
Partnership

• Mentor will use listening, counseling,

coaching, career advising, and goal
setting to help mentee develop
Individual Career Development Plan
Step Five: Continue the Partnership
(cont’d)
• Identify goals
• Fill in the gaps
• Expand available options
• Explore referral resources
• Build self-esteem
• Evaluate each meeting
Step Six: Have a Six-month
Check-up
• Describe progress
• Review Career Development Plan
• Ask questions
 Step Seven: Continue With
Personal Growth (for Both
Partners)
• Mentoring can expand world of both
partners
• Mentoring can help people become more
comfortable with differences
 Step Seven: Continue With
Personal Growth (cont’d)

• Resources to help
– Gender differences
– Ethnic differences
– Personality differences
 Step Eight: Conclude the
Mentoring Partnership
• Many partnerships continue
• Notify if you decide to end it early
• Give feedback
• Review and revise goals
• Express gratitude

Congratulations! And thank you for participating in

the Mentoring Program.
 Module 3

Identifying
Opportunities for Coaching &
Mentoring
 Definitions

• What does the term “coaching”

mean to you?

• What does the term “mentoring”

mean to you?
 What Coaching and Mentoring Are

Instead of being seen as a low level, add

on activity. . .

• Coaching is a core competency

necessary for knowledge transfer
 What Coaching and Mentoring Are
Instead of being seen as privilege for the
lucky few. . .

• Mentoring is a two-way process of

dialogue and planning
– People helping each other to find
their way on the job, in the
organization and over a lifetime
 What Coaching and Mentoring Are

• Both require . . . . . .

observation, dialogue, and

agreement. . . . . targeted at building
individual and team capabilities. . . . . .to
foster continuous improvement in
organizations.
 STRATEGIC IMPORTANCE OF
COACHING AND MENTORING

Coaching and mentoring as knowledge transfer:

Everyone has unique knowledge to exchange with others
Insist on the discipline of a 50/50 split in time
 Coaching and Mentoring Hall of Shame
Take a moment and record one or more
horror stories --from your own personal
experience or that of others

• In clusters of 2-3 people briefly describe

some of these experiences (2-3 min. each)

• Select one for analysis using the analysis

sheet
Coaching and Mentoring Hall of Fame

Now reflect on an example of excellent

coaching and mentoring --either involving
you or someone else

• As you think about this situation, what

worked well?

• What factors account for the

success?
Coaching and Mentoring with Groups
• Situational
• Stages in Group
Leadership
Development
Directing
Forming
Mediating
Storming
Coaching and
Norming and
Mentoring
Performing
 Coaching and Mentoring:
A Final Question
Should coaching and mentoring
focus on:

• Content (what needs to be done)?

or
• Process (how it should be done)?
or
• Rationale (why it is to be done)?
 Case Study 1

The story of Rosalyn Yalow

 Module 4

Making it work
What Are the Different Types of
Mentoring?

It’s important to understand that there

are several types of mentoring:
• Natural mentoring
• Situational mentoring
• Supervisory mentoring
• Formal facilitated mentoring
 Natural Mentoring
Natural mentoring occurs all the time and always has.
It happens when one person (usually senior) reaches
out to another, and a career-helping relationship
develops.
Research shows this type of mentoring most often
occurs between people who have a lot in common.
This is because we are usually more comfortable with
those who are most like ourselves.
 Situational Mentoring

Situational mentoring is usually short-lived and

happens for a specific purpose.

An example would be when one worker helps

another with a new office computer system, or
when someone goes on an “informational
interview” with someone who is in a career they
are considering.
 Supervisory Mentoring

• Very important
• All good supervisors mentor their subordinates
• Drawbacks
– May not be a “subject matter expert”
– Heavily tasked
– Comfort levels
 Formal Facilitated
Mentoring
• Formal facilitated mentoring programs are
structured programs in which an organization
matches mentors with mentees.
• They may target one special segment of the
organization whose career development may
be lagging behind that of others (for example,
women) to help that group advance further.
• They may assign mentors to mentees and
monitor the progress of the mentoring
connection.
 Example of a Mentoring
Program
• Partly formal, partly informal
• Used benchmarking and research
– Programs are most successful when
mentee selects mentor
– E-mail partnerships are valuable
• Chose a user-friendly program, available to
all
Example of a Mentoring
Program
• Educate people so they will form mentoring
partnerships
• Includes a database of volunteers
– Web-based system
– People can sign up as mentors and/or
search for mentors
– Most useful for those who cannot find a
mentor at their location
 Case Study 2

The Cat’s Dilemma

 Module 5

Understanding Coaching
 What is coaching?

There is some confusion about what exactly

coaching is, and how it differs from other ‘helping
behaviours’ such as counselling and mentoring.
 What is coaching?

Broadly speaking, coaching is defined as

‘developing a person’s skills and knowledge so that

their job performance improves, hopefully leading to
the achievement of organisational objectives. It
targets high performance and improvement at work,
although it may also have an impact on an
individual’s private life. It usually lasts for a short
period and focuses on specific skills and goals’.
Characteristics of Coaching in Organisations

It is essentially a non-directive form of development.

It focuses on improving performance and developing

individuals’ skills.

Personal issues may be discussed but the emphasis is on

performance at work.

Coaching activities have both organisational and individual

goals.
Characteristics of Coaching in Organisations

Assumes that the individual is psychologically well

and does not require a clinical intervention.

Provides people with feedback on both their

strengths and their weaknesses.

It is a skill-based activity.

 Developing a coaching culture

A coaching culture as one where

‘coaching is the predominant style of
managing and working together and where
commitment to improving the organisation is
embedded in a parallel commitment to
improving the people’
 Who delivers coaching?
Delivered by external coaches, full-time and
part-time internal coaches who may be line
managers, or members of the HR department.

Helpful to enable internal and external coaches

share supervision arrangements. This enables
external coaches to get a better understanding of the
organisation and also enables them to share their
perspectives on what is happening within the
organisation.
 Coaching supervision
Coaching can be a challenging and lonely activity
Coaches need structured opportunities to reflect
on their practice. Such opportunities can help coaches
continuously to develop their skills as well as provide
them with support.
It can also be an important quality assurance
activity for organisations and a source of organisational
learning about issues being addressed in coaching
sessions.
 Stakeholders in coaching
The primary relationship is between the coach and
the individual
Other key stakeholders include the person
representing the organisation’s interests
– HR practitioner and
– the individual’s manager.
Both of these parties are interested in improving the
individual’s performance and therefore their contribution
to the organisation.
 When is coaching the best
development intervention?
First step - identification of some kind of learning
or development need, either by the individual
themselves, their line manager or some one from the
HR department.

Next step is for the manager and the individual

to decide how best the need can be met.
 When is coaching the best development
intervention?
Coaching is just one of a range of training and
development interventions to meet identified learning
and development needs.
Should be considered alongside other types of
development interventions.
Employee preferences should also be borne in
mind.
There is a danger that coaching can be seen as a
solution for all kinds of development needs.
 Examples where coaching is a suitable tool

helping competent technical experts develop better

interpersonal or managerial skills
developing an individual’s potential and providing
career support
developing a more strategic perspective after a
promotion to a more senior role
handling conflict situations so that they are resolved
effectively.
 Important to remember that here are some individuals
who may not respond well to coaching.

May be because their problems are best dealt with by

another type of intervention,

Or may be because their attitude may interfere with

the effectiveness of coaching.
 So before coaching is begun, organisations need to
assess an individual’s ‘readiness’.

Some examples of situations when coaching is not an

appropriate intervention are if the individual has
psychological problems, they are resistant to coaching
or they lack self-insight.
Case Study 3 (Groupwork)

Mentoring at Purdue University

THANK YOU
AND
GOOD LUCK