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C&M day1
- 1. Level 5 Certificate in Coaching and Mentoring Day 1
- 2. Aims for day 1 • To introduce the Level 5 certificate in coaching and mentoring • To identify the differences between coaching mentoring, and counselling • To review the GROW model for coaching • To identify the role of contracting • Your development as a coach • To undertake coaching practice and supervision
- 3. Introduction to the course • Institute of Leadership & Management • Candidate handbook – Its Learning • Workshop programmes • Assignments • Assessment • Support and guidance • Appeals procedure • Equal opportunities
- 4. Aims for the course • To enhance your coaching/mentoring skills • To achieve the qualification • To improve management style through application of coaching
- 5. Assignments – Submission dates • Assignment 1: Understanding the skills, principles and practice of effective management coaching and mentoring • Assignment 2: Undertaking management coaching or mentoring in the workplace (minimum of 12 hours) • Assignment 3: Reviewing own ability as a management coach or mentor
- 6. Assignment submission • Assignment 1 (principles) Monday 5 December • Assignment 2 and 3 (undertaking and reflecting) due Friday 6 January • Use assignment templates on Its learning • Submit through Its learning
- 7. Programme terms of reference Confidentiality • We all agree not to discuss with other parties outside of this course anything that a delegate discloses about a coachee or mentee
- 8. Getting to Know You • You have 5 minutes each to interview the person sitting next to you and be prepared to introduce them to the group. • Help yourselves to coffee and Tea
- 9. Definitions, similarities and differences of coaching and mentoring
- 10. Coaching defined • “A collaborative solution-focused, results- orientated and systematic process in which the coach facilitates the enhancement of work performance, life experience, self-directed learning and personal growth of the coachee.” (http://www.associationforcoaching.com/pages/about/coaching-defined)
- 11. Mentoring defined • “Mentoring is a collaborative, mutually beneficial partnership between a Mentor (who possesses greater skills, knowledge and experience) and a mentee (who is looking to increase his or her skills, knowledge and experience).”
- 12. Counselling defined • “the process of assisting and guiding clients, especially by a trained person on a professional basis, to resolve especially personal, social, or psychological problems and difficulties.” Find more at: http://www.skillsyouneed.com/general/couns elling.html#ixzz4AnIPknsw
- 13. Activity: Skills of a coach / mentor • In your groups list the similarities and differences between coaching and mentoring • Then identify: what are the key skills/attributes of a coach What are the key skills/attributes of a mentor
- 14. Similarities of coach / mentors • Both facilitate the exploration of needs, motivations, desires, skills and thought processes to assist the individual in making real, lasting change. • Both use questioning techniques to facilitate client's own thought processes in order to identify solutions and actions rather than takes a wholly directive approach • Both support the client in setting appropriate goals and methods of assessing progress in relation to these goals
- 15. Similarities of coach / mentors • Both observe, listen and ask questions to understand the client's situation • Both creatively apply tools and techniques which may include one-to-one training, facilitating, and networking. • Both encourage a commitment to action and the development of lasting personal growth and change
- 16. Key differences Mentor Coach Focus Individual Performance Role Facilitator with no agenda Specific agenda Relationship Self-selecting Comes with the job Source of influence Perceived value Position Personal returns Affirmation/learning Teamwork/performance Arena Life Task related Matt M. Starcevich, 1998 http://www.coachingandmentoring.com/Articles/mentoring.html
- 17. List the key Skills attributes for a coach / mentor • checklist
- 18. Self assessment • Your coaching qualities
- 19. Coaching Models
- 20. Coaching models • There are a variety of coaching models that you can apply to help you structure your sessions: • OSKAR • OSCAR • GROW • CLEAR • ARROW • Skilled Helper • FACTS
- 21. Goal Agree topic for discussion Agree specific objective of session Set long-term aim Reality Invite self reflection Offer specific examples of feedback Check assumptions / avoid assumptions Discard irrelevant history Options Examine range of options Encourage suggestions from coachee Offer suggestions (carefully) Ensure choices are made Way Forward Wrap up Gain committment to action Use SMART plan Identify possible obstacles Agree support
- 22. Take control of the goal • Using scaling
- 23. The GROW Model in action • http://www.youtube.com/watch?v=DU2Vz2aL Pc4 (7 mins)
- 24. The TGROW model
- 25. Using questions • Use short, clear, simple questions, starting with words such as: • Who? • How? • Where? • When? • What? • In what way? • Use ‘why’ with caution
- 26. Contracting
- 27. What is contracting? • Contracting within coaching/mentoring formalises the process whereby the boundaries, expectations, and limits of confidentiality can all be agreed at the outset
- 28. Why Contract? • Professional good practice • Ensures that both parties have the same purpose, expectations and outcomes • A contract can protect the liabilities of the coach • Protects the interests of the client • Adds credibility to the coaching relationship
- 29. Use contracting to • Introduce yourself • Explain role/responsibilities and limitations • Find out brief details about client e.g. personal details, reason for contact, initial expectations, thoughts about interview • Rapport building • Explain how the interview could be used • Confidentiality (boundaries of this) and data protection • Other relevant policies e.g. health & safety, equal opportunities • Agree time available – does client they have any limitations? • Create an agenda
- 30. Coaching / mentoring Practice
- 31. Undertake a coaching session • Work in 3s – coach/mentor, client, observer • Switch roles • Keep notes – this is evidence for your assignments
- 32. Your learning log Date Activity What happened? What did I do? Outcomes What did I learn? Actions How will I used this experience? Actions What do I need to do
- 33. For Next Session • Complete your learning log for session 1 • Identify your coachee(s) / mentee(s) • Begin to write your assignment 1, you can address the following AC: 1.1 and 2.1