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
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
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
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
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
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
