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- 1. Organisational Coaching – The Vision and Benefits Paul Blacklock Organisational Development Practitioner – Gateshead Health NHS Foundation Trust
- 2. Coaching and Mentoring What is a mentor? ‘The mentor is someone – usually more senior or experienced – who is appointed or chosen to help and advise another employee’ (Downey, M 2002: Effective Coaching)
- 3. Coaching and Mentoring What is a coach? Coaching is the unlocking a persons / groups potential to maximize their own performance. It is helping them to learn rather than teaching them. (Gallway, T in Whitmore, J 2009: Coaching For Performance)
- 4. Coaching and Mentoring Clutterbuck and Megginson (2010) attempt to define the difference by stating that coaching affects performance change and that mentoring influences career self-management. Focus Role Processes Environment Coach Specific areas or issues at work Short- term Does not need to be SME Tends to be structured, regular meetings Mentor Career and personal development Long- term, holistic Usually more experienced. Passes on knowledge and development Infrequent, informal meetings. Mentee sets agenda, seeks advice/guidance/ support
- 5. Coaching and Mentoring When should you use mentoring • A new member of the workforce arrives • Change in role • Any time the management or individual feel the requirement When should you use coaching • Continually used in order to enhance the individual, team and organisation
- 6. Coaching Benefits for the organisation Empowers individuals and encourages them to take responsibility Increases employee and staff engagement which can lead to higher retention • Improves individual performance and supports employees with new responsibilities Helps identify and develop high potential employees Helps identify both organisational and individual strengths and development opportunities Helps to motivate and empower individuals to excel Demonstrate to employees that an organisation is committed to developing its staff and helping them improve their skills
- 7. Coaching Benefits for the individual • Have a positive impact on performance • Learn to solve own problems • Improve managerial skills • Learn how to identify and act on development needs • Greater confidence • Greater self-awareness • Identify and resolve issues that might otherwise affect performance • Acquire new skills and abilities • Develop greater adaptability to change
- 8. Coaching in Practice ‘If we did all the things we were capable of doing, we would literally astound ourselves.’ Thomas Edison
- 9. Performance Equation Performance = Potential - Interference “He must think of his people in terms of their potential, not their performance.” (Whitmore 2009)
- 12. What is the role of the coach? Observation and listening techniques Effective questioning Constructive feedback Goal setting
- 14. Feedback Give/receive constructive feedback – balances negative points with positive ones to build a positive self-image. Allowing two way feedback builds trust which supports a stronger belief in the coach/coachee relationship
- 15. Goals Set Goals – use the GROW model and SMART targets. This ensures the individual’s Expectations are realistic and that improvements in performance can be clearly measured through results
- 16. GROW 1. Goal 2. Reality 3. Options 4. Will What is the focus? What happened or occurred? What can be done differently? What impact will the change have and is that a desired outcome?
- 18. Effective Questions Employ effective questions – to raise awareness. To give ownership of Actions back to the individual and promote a positive Attitude to future goals. Eg: What do you think you have to do to improve your performance? What will you have to do to progress to the next level?
- 19. Observation and Listening Techniques Effective observation and listening to coachees Actions and Results allows the coach to build a picture of the individual’s current performance.
- 20. Developing a Coaching Culture at Gateshead Health Organisations go through 4 phases of coaching (Peterson 2010) - Stage 1. Ad hoc coaching - driven by individuals - Stage 2. Managed coaching driven by a champion or sponsor - Stage 3. Proactive coaching driven by business need - Stage 4. Strategic coaching driven by organisational talent strategy
- 21. Developing a Coaching Culture at Gateshead 1. Engaging current coaches 2. Engaging wider organisation 3. Evaluating benefits and revising offer
- 22. Feedback from Coaches Short-term aspiration Medium/long term aspiration Comms – spread the word about coaching. Change the perception of coaching Identify an active senior sponsor for the coaching programme to promote it Coaching Pipeline. Continue to develop wider coaching network ‘Spring clean’ and develop coaching resources. Explore coaching website Establish supervision for existing coaches Build on and expand pool of coaches. Create coaching case studies Establish Return on Investment measure Establish baseline measure to assess current coaching offer in the Trust Explore tech options for coaching. Virtual offer for staff. Review contracting arrangements for coaching conversations Develop flexibility of coaching offer so its available outside office hours ‘Buddy’ up new coaches and give instant access to coaching drive, move resources to Pandora for easier access Explore external coaching opportunities for Trust coaches Plan/deliver CPD program for coaches Explore protected time for coaching Consider quarterly coaching newsletter
- 23. Why? Organisations need to be flexible and adaptable to survive. Coaching can support by: Creating the habit of challenging processes, behaviours and assumptions Making succession more robust and better able to encompass changes in the internal and external environment Reduce the turnover of talent Improve employee engagement and job commitment and performance
- 24. Why Coach? Coaching is a personal development tool which can enhance individual and organisational effectiveness. It is the fastest growing facet of leadership development today. My Trust has made a commitment to develop a coaching culture throughout the organisation by introducing a number of learning strands: coaching practitioner training and accreditation; coaching for leadership and peer coaching; and coaching skills for managers.
- 25. Defining Coaching and Mentoring Clear definitions of coaching and mentoring have been agreed to ensure a shared understanding for all participants in coaching / mentoring activity. Coaching Coaching is a questioning and supportive process in which the Coach supports and facilitates improvements to another’s performance. This may be through discussion and planning for achievement of goals and actions towards increased competence, commitment and confidence. The coaching questioning process usually involves growth and change, whether that is in skills, knowledge, attitude or behaviour. Mentoring A process in which the mentor serves as an experienced role model, or trusted advisor, to guide or support another in their development. They may pass on knowledge and experience; provide opportunities for development and growth or open doors to opportunities.
- 26. Features of Coaching Is learner centered Is self-discovery Unlocks potential Raises awareness Encourages responsibility Raises performance
- 27. Activity Do you know the difference? Coaching Training Counselli ng Mentorin g
- 29. “Coaching is unlocking people’s potential to maximise their own performance” Timothy Gallwey (1975) The inner game of tennis
- 30. Fundamental Coaching Skills Coaching Skills Building rapport or relationships Different levels of listening Giving feedback and support Asking Questions Using Intuition (Starr 2008) (Starr 2008)
- 31. GROW model of coaching John Whitmore’s MAP of COACHING Key principles Raise awareness; take responsibility (coachee) Skills Effective questioning; active listening (coach) Steps G - GOAL What do you want? R - REALITY What is happening now? O - OPTIONS What could you do? W - WILL What will you do?
- 32. GROW model of coaching Goal – What do you want? Reality – what is happening now? Options – what could you do to make a change? Will – what will you do to make a change?
- 33. This is the end point – where the client wants to be. It should be defined in such a way that it is clear when the goal has been achieved. GOAL REALITY OPTIONS WILL How far away from the goal is the client? Looking at all the steps needed to achieve the goal; how many steps has the client taken already? How far along the line are they? There will be obstacles to the client achieving their goal. What are the different things the client can do in order to overcome the obstacles and reach the goal? Turn the options into action points – this is a commitment to take action. Define a time frame. This is the way forward Topic (Entry) Contracting, rapport building, identifying topic or discussion areas.
- 34. GROW discussion GOAL -Coach and coachee agree on a specific aim objective and topic for discussion REALITY – Both coach and coachee invite self-assessment and offer specific examples to illustrate their points OPTIONS – Coach gets suggestions from the coachee by asking effective questions and guides them towards making the right choices WILL – Coach and coachee commit to action, define a time frame for objectives and identify how to overcome obstacles
- 35. Goal setting Goals are our targets or what we intend to achieve, and research indicates that those with clearly thought out goals achieve much more than those without goals. Your clients will have a variety of goals, with a variety of reasons for wanting to achieve those goals. It’s your job to help them clarify exactly what their goal is, and how they intend to achieve it!
- 36. What do you want to change? A basic premise of coaching is that we want something to be different. Our role as coach is to help the performer to get a full understanding of this gap and to make sure that they have a compelling vision of the future that they want. “Would you tell me which way I ought to go from here? asked Alice “That depends a good deal on where you want to get to.” said the cat “I don’t much care where.” said Alice “Then it doesn’t matter which way you go.” replied the cat Lewis Carroll – Alice’s Adventures in Wonderland
- 37. Research One of the most powerful pieces of research was completed on Yale University graduates in America. They were surveyed in 1950's and again 20 years later. The research showed that 3% were worth more than the other 97% put together. The 3% also had better health and enjoyed better relationships with others. What explained this 3% 97% split was not parental wealth, degree subjects taken, career selected, ethnic or gender base etc. The difference was that the 3% had written goals in the 1950's while the huge majority did not.
- 38. 9 years later…
- 39. Write it down! There are lots of different tools that can be used to keep a written record of your clients goal; SMART Well formed outcomes Establishing your life purpose Multiple pathways
- 40. Activity Goal setting Choose one of the tools, and write down one of your own goals
- 41. Building Rapport / Using Intuition What creates rapport? Physical appearance / clothes Body language / physical gestures Quality of voice Language / words used Beliefs and values What is intuition? skills to shape and guide a coaching conversation (Starr 2003)
- 42. Entry - Initiating and Building Relationships How do you build rapport? • Work in pairs – have a chat! • Complete a getting to know you exercise – for example ask about: • Employment history • Hobbies • Personal Achievements Remember – the coach should: Only ask questions (don’t share!) Reflect back (and make links)
- 43. Push Telling Instructing Giving advice Offering guidance Giving feedback Making suggestions Asking questions Summarising Paraphrasing Reflecting Listening Solving the problem for them Pull Helping them solving the problem Influencing Style
- 44. Understanding your client If a coach wants to understand an individual, it’s important that they have an understanding of their drivers and motivation. Think about one of your members of staff - What issues do they face? What are their drivers or motivators? What is their role or function? What is their ‘view of the world’?
- 45. Questioning Who? What? When? How much? How many? What else? Avoid - Why? and How?
- 46. Questioning – some examples What else? (then silence) If you knew the answer, what would it be? What would the consequences of that be for you or for others? What is the hardest/ most challenging part of this for you? What advice would you give to a friend in your position? Imagine talking to the wisest person you know – what would they say? What would you gain/ lose by doing that? John Whitmore, Coaching for Performance, 1992
- 47. Levels of Listening Cosmetic listening Conversational listening Active listening Deep listening (Starr 2008)
- 48. I’m more focussed on you than me; I’m getting a sense of who you are now I’m very focussed on what you’re saying; recording facts, paying attention If it looks like I’m listening, I’m not really – I’m somewhere else Levels of Listening I’m engaged in the conversation; listening, talking, thinking etc. Cosmetic listening Conversational listening Active listening Deep listening (Starr 2008)
- 49. Practical Coaching Exercise Groups of 3: 1 coach, 1 coachee, 1 observer 10 minutes per coaching interview 5 minutes for feedback and observer review (Total: 15 minutes per session) Coachee should briefly outline a real or potential situation that they want to change Coaches to conduct a coaching session using GROW to achieve a simple coaching action plan Observers to feedback Using the GROW Questions, conduct a 1:1 coaching session with another delegate.
- 50. Learning and Actions Key learning points Actions / changes to personal practice
- 53. What mentoring is and where it’s going Mentoring and change leadership Roles and dynamics Approaches to mentoring conversations
- 54. Definitions “Off-line help by one person to another in making significant transitions in knowledge, work or thinking.” Megginson & Clutterbuck, 1995. “Process whereby an experienced, highly regarded and empathic person guides another individual in the development and re-examination of their own ideas, learning, personal and professional development.” Oxley J, 1998, Dangerfield et al, 2004.
- 55. 55 It’s Different from Coaching Coaching and mentoring are different from teaching and training because they draw out learning rather than putting it in. They aim at reflection and experimentation leading to individual development rather than at direct input that leads to expected output Coaching is about getting the very best out of someone and enabling them to make decisions that will improve their performance. Mentoring is about broader personal development and sometimes less tangible goals. Different types of coaching fall along a broad continuum (Hawkins and Smith 2006) and move towards mentoring: Skills Performance Development Transformation
- 57. Coaching influences Adult Learning Theory Life Stage Development Performance improvement Counselling & Psychotherapy Settings e.g. sports, skills, career, team, leadership & executive Styles e.g. narrative, goal-directed Models e.g. GROW, NLP, Clean Language
- 58. Mentoring influences Homer Sponsorship Personal growth and transformation Professional development (Kram 1985) Informal mentoring tradition Formal schemes and training Professional standards in mentoring (EMCC)
- 59. The mentorship journey in professions? Formal mentoring scheme Organisation & sponsor expectations Professions and standards Mentoring “experts” “Professional as Mentor” “Professional” mentor
- 60. Current Challenges for leaders/supporters of MFL
- 61. All change!
- 62. Transformational Leadership Burns (1978) A process where : "leaders and their followers raise one another to higher levels of morality and motivation.“ 62
- 63. Causes of role transition stress Decreased self esteem Change to social support structures Hidden curriculum (Collings, Swanson & Watkins, 2014) New teaching/learning/assessment methods Change to place of work Confidence/perception of failure Learning curve Increase in responsibility/workload Work-life balance disruption
- 64. Epstein & Krasner (2013) “Resilience is the ability of and individual to respond to stress in a healthy, adaptive way such that personal goals are achieved at minimal psychological and physical cost; resilient individuals not only “bounce back” rapidly after challenges but also grow stronger in the process.”
- 65. Factors that increase resilience Balme et al (2015) Intellectual interest Self-awareness + mindfulness Time management + work-life balance CPD Support – significant others; colleagues. Mentors
- 67. Strengthening professional identity Novice to Expert (Benner) Tacit Knowledge (Polyani, Eraut) Learning through reflective practice (Schon, Moon) Social Learning/peripheral participation (Lave and Wenger) Professional culture and role modelling (Ibarra) 67
- 68. Role of the Mentor Expert, near-peer, peer or reverse Guidance and moral support Career guidance – short to mid-term Alleviate stress – trusted colleague Advice on practical issues Non-judgmental Voluntary – no vested interest Sounding board – checking things out Role modelling
- 69. 69 Dimensions of Mentoring COUNSELLOR NETWORKING FACILITATOR GUARDIAN COACH Practical Support (directive influence) Self-Reliance (non-directive influence) Mentor’s Influence Learning (intellectual need) Encouragement (emotional need) Mentee’s Needs
- 70. Common mentee needs Supporting role or life transition Developing personal/professional insight Challenging assumptions Working towards goals Moving career in new direction Working through change Working with complexity Navigating ambiguity Building resilience and self esteem
- 71. Being a role model (Levinson 1978) Behaviour is observed from a distance Certain qualities or practices are admired Not a conscious choice, role model may be unaware of their influence Inspires, builds aspiration – “Look what they did/how they did it – I want to do that too” Can work in reverse – bad exemplar or “I’ll try not to be like that” 71
- 72. The mentee’s choices Business or psychological contract? Do we feel open with each other? Do we see mentoring as the same thing? Will we work as equals in the process? Will the coach/mentor stretch my thinking? Gender, cultural, other ethical comfort zones? Access and accessibility? Preferred communication style – non-directive vs “say it like it is” ? Preferred help: push or nudge?
- 73. The Mentoring Relationship 73 Intensity of learning and value added Time Progression BR = Building Rapport BR SD SD = Setting Direction MO MO= Moving On Winding Up
- 74. Rapport “Getting to know you…” Vs “Who do you want to become?”
- 75. Johari / relationship window SAFE AREA BLIND SPOT UNKNOWN PRIVATE Known to mentee Not known to mentee Known to mentor Not known to mentor The above based on the Johari Window model developed by Jo Luft and Harry Ingram, 1955. 75
- 76. Core Skills Effective Questioning Using a wide range of questions appropriately Active Listening Building empathy Ensuring the other person’s agenda is followed Allowing issues to be explored in greater depth Helping to provide focus Giving Feedback Creating an open and honest environment Offering challenge as well as support
- 77. FOCUSING/TESTING Pulling thoughts together Checking reality Setting boundaries Questioning Opening horizons Unfreezing assumptions Exploring opportunities CHALLENGING Clarifying Creating insight Setting goals PROBING Building confidence Agreeing action Will to succeed CONFIRMING ?
- 78. Useful Questions for Goals 1. What do you want? (NOT what do you not want?) 2. Why do you want it? 3. How will you know when you’ve got there? 4. What will your first step be? 5. What will your next step be? 6. When do you want to reach this goal? 7. Who and what will you use for support? 8. How will you celebrate when you get there?
- 79. GROW model (Whitmore) What is the: G oal (what and why?) R eality (where now?) O ptions (how?) W ill/way forward (what now and who?)
- 80. MDQs What’s your real dream in life? What does success mean to you? What do you want to be remembered for? What’s most important to you about this? If you knew the answer, what would it be? If you couldn’t fail, what would you do? What’s your favourite way of sabotaging your goals? Who else is losing sleep over this? What other options haven’t you talked about yet? If you were on your deathbed would this be something you’d regret doing/not doing?
- 81. Clean Questions Two most common Clean questions for clarifying exactly what someone means by what they have said. By using them, you’ll reduce your chance of jumping to the wrong conclusion. What kind of X is that X? Is there anything else about that X? http://www.youtube.com/watch?v=IMDczstxLjI http://www.youtube.com/watch?v=3NSl4aYLmII
- 82. Introducing formal mentoring: What are processes for: Choosing/finding a mentor or mentee? Expectations, contracting, terms of reference? Meeting arrangements: frequency, location, duration? Purpose and desired outcomes? Interested parties, processes, accountability?
- 83. What if it’s not working? Review original expectations How much have you veered away from your ground rules? Establish a clear agenda to discuss the situation Give feedback to each other – with examples “No fault” separation
- 84. Key Messages MENTEE should drive the relationship Reap dividends by investing properly in the “set up” Objectives and action plans help with momentum Deal with both short- and long-term development Support, listen, challenge and guide Mentee should expect to find own solution(s) Enjoy the relationship
- 85. 85 Mentoring is a relationship, not an activity