1. Welcome to the BEST Consulting
Successful Consulting, Level II
Workshop Series
Team
Oriented
Coaching
and
Mentoring Presentation by
Rick Sell

2. Facilities
Location of:
– Restrooms
– Telephones and Messages
– FAX Machines
– Smoking Areas
– Water and Sodas
– Snacks

3. Workshop Groundrules
This is a workshop and is designed to
be informal, however:
– Respect others and their opinions; give them
the space to successfully learn and grow.
– Turn those phones off and put your beepers
on vibrate - PLEASE?
– Resist those that are trying to summon you
until the break.

4. Workshop Overview
Caveat
 We will not severely differentiate between coaching and mentoring due to the
reasonable assumption that there are no overriding major fundamental
differences between the two.
 For the purposes of this workshop the following semantic rules will apply:
Synonymous words:
– Performer, worker, co-worker, employee, team member, individual
– Project team leader, team leader, supervisor, manager, management

5. Introductions
Who am I?
– Rick Sell
– Now it’s your turn!

6. Introductions
…and you are?
– How long with BEST Consulting, how
long in consulting in general?
– Current assignment and skill sets
– Hobbies/outside activities or interests
– Last movie seen;would you recommend?
– Important: What are your expectations of
this course?

7. Workshop Agenda
Work, Learn, Have Fun!
– Session: 4 hours
– Introductions
– Course Overview
– Discuss Topics
– Breaks - What Breaks!!!

8. Workshop Overview
What this workshop is:
– A practical and pragmatic approach to
coaching and mentoring team members in a
performance environment .
What this workshop is not:
– This workshop will not make you an expert
coach/mentor, although it will lay a foundation
for continued improvement.

9. Workshop Objectives
Workshop
Overview
Upon completion, you will be able to:
 Define a workplace performance environment.
 Explain the need for coaching and/or mentoring in a variety of organizational
settings.
 List a variety of situations where coaching and/or mentoring can be effective.
 Apply strategies to improve interpersonal communication in the workplace.
 Implement techniques to improve your success when giving and receiving
performance feedback.

10. Workshop Overview
Workshop Objectives (con’t)
Upon completion, you will be able to:
 Define the steps of an effective Coaching and Mentoring
Model that can be used in hierarchical and team-driven
environments.
 Execute strategies for dealing both with substandard
performers.
 Develop or improve a system for accurately documenting all
team member coaching and mentoring activities.

11. Instructional Materials
Student Manual is provided as a valuable desk-top
reference.
Case Studies and Student Exercises are an integral
part of this course, and essential events in your
learning process - Please Participate?

12. Student Activity: Self-Assessment
Goal:
 To provide you with an idea of how well you
perform in each area.
 An opportunity to define your style
 Provide a baseline for improvement.

13. Why Coach/Mentor?
Learning Objectives
After completing this subject, you will be able to:
– Define the performance environment
– Define performance coaching and mentoring
– Describe the characteristics of an effective
coach/mentor.
– Explain the importance of coaching/mentoring in
improving workplace effectiveness.
– Identify and eliminate excuses for not coaching or
mentoring.

14. Examining The
Performance Environment
 Formal evaluated, defined, and documented
organizational program containing:
– Project Management Plan
 Project performance goals (expected outcomes)
 Performance baseline criteria
– Continued Performance Improvement Plan
– Individual (Team Member) Performance Plan:
 Performance behavior expectations
 Education and Training plan

15. Why Coach/Mentor?
Shifts in Behavioral Expectations
Axiom
Change is inevitable; people are adverse to change
 Rolesand behavior are changing to match new
demands in the workplace.
 Organizationsare moving from Hierarchical to
Team Structure.

16. Why Coach/Mentor?
What is Coaching and Mentoring?
 It’swhat we do all the time - we just don’t put
a name to it!
 Influencing, helping, instructing, motivating,
leading.

17. Why Coach/Mentor?
What does Coaching and Mentoring Involve?
 Any activity in which a coach/mentor and an
individual work toward individual performance
improvement.
 Influencing, helping, instructing, motivating,
leading.
 What are some other skills practiced by
successful coaches and mentors?

18. Why Coach/Mentor?
Characteristics of an Effective Coach/Mentor
– Excellent communication skills
– Motivated
– Enthusiastic
– Goal oriented
– Creative
– Patient
 What are some other characteristics of
successful coaches and mentors?

19. Why Coach/Mentor?
Benefits of Coaching/Mentoring?
 Success, Success, Success
 Win-win situation
 Improved perception of the consultants who take
on active roles of coach and/or mentor.
 Increased business opportunities through success.

20. Why Coach/Mentor?
Excuses for Failing to Coach/Mentor
 Excuses are used by “others”, not consultants.
 Excuses are nothing more than internal roadblocks.
 Excuses are a roadmap for failure.

21. Opportunities for
Coaching/Mentoring
Learning Objectives
Upon completion of this subject, you will be able to:
– Realize the cost of failing to coach/mentor.
– Recognize opportunities for coaching and/or
mentoring team members.
– Develop a strategy for orienting new team members.
– Explain the importance of developing team members
performance.

22. Opportunities for
 When:
Coaching/Mentoring
– Anytime a new team member comes on board.
– You (team leader) are off-site
– The individual appears to be too dependent on you
and other team members.
– When changes take place in the workplace.
– New processes, policies, procedures implemented.
– A team member is failing, or is displaying the
behavior to potentially to fail.

23. Opportunities for
 Goal: Coaching/Mentoring
– Build teams.
– Coach/mentor yourself “out of a job”.
– Empower team members; allowing them to be
independent.
– Minimize impact of changes in the workplace.
– Smooth implementation of new processes, policies and
procedures.
– Eliminate the need for formal counseling and
retraining.

24. Opportunities for
Coaching/Mentoring
Develop and Document an Orientation Process
 The program has to be used to be effective.
 Show genuine personal interest in new people.
 Publish the Orientation Procedures.
 Develop and Use an Orientation Checklist.
 Evaluate, Train, and Assign “buddies”, then
continually re-evaluate.

25. Opportunities for
Coaching/Mentoring
The Cost of Failing to Coach/Mentor
 Failure, Failure, Failure
 Lost team members
 Lost revenues
 Lost time
 Lost confidence in your credibility by management and
other team members

26. Coaching/Mentoring Process
Learning Objectives
Upon completion, you will be able to:
 Develop a systematic approach to coaching and mentoring,
using the formal eight-phase model.
 Set effective goals and objectives with your team members.
 Identify resources for individual development.
 Construct an Action Plan for individual development.

27. Coaching/Mentoring Process
The Model: Eight-Phased Approach
 Phase 1 - Establish Goals
 Phase 2 - Collect Performance Data
 Phase 3 - Analyze Performance
 Phase 4 - Review and Modify Performance Goals
as Needed
 Phase 5 - Identify Developmental Resources
 Phase 6 - Develop an Action Plan
 Phase 7 - Implement Strategies
 Phase 8 - Evaluate Performance

28. Coaching and Mentoring for
Better Relationships
Learning Objectives
After completing this subject, you will be able to:
 Apply the Communication Process.
 Explain how coaching and mentoring can aid in building
better relationships.
 Use your knowledge of communication to improve
interpersonal relationships in the workplace.
 Learn to avoid the “Nine Deadly Sins” that affect
relationships.
 Build stronger relationships with your team members, peers,
and boss.

29. Coaching and Mentoring for
Better Relationships
The Communication Process
 Communication is the transmission of
information and meaning from one
individual or group to another.
 Contains the Communication Model.
 Buildingsolid two-way communications in
your team cannot be overemphasized.

30. Communication Model
Sender
has idea

31. Sender Sender
has idea encodes
message
How may the sender encode a message?
Verbally or nonverbally
By speaking, writing, gesturing

32. Sender Sender Channel
has idea encodes carries
message message
What kinds of channels carry messages?
Letter, memo, telephone, TV, report,
computer picture, voice, body--Others?

33. Noise
Sender Sender Channel Receiver
has idea encodes carries decodes
message message message
Noise
How does a receiver decode a message?
Hearing, reading, observing

34. Noise
Sender Sender Channel Receiver
has idea encodes carries decodes
message message message
Noise
What is noise?
Anything that disrupts the process

35. ?
Noise
Sender Sender Channel Receiver Receiver
has idea encodes carries decodes understands
message message message message
Noise

36. Feedback
travels to
sender
Noise
Sender Sender Channel Receiver Receiver
has idea encodes carries decodes understands
message message message message
Noise
How can a communicator provide for feedback?
Ask questions, watch responses, don’t dominate
exchange.

37. Feedback
travels to
sender
Noise
Sender Sender Channel Receiver Receiver
has idea encodes carries decodes understands
message message message message
Noise
What kind of feedback is better?
Descriptive rather than evaluative.

38. Feedback
travels to
sender
Noise
Sender Sender Channel Receiver Receiver
has idea encodes carries decodes understands
message message message message
Noise
Possible additional
feedback
travels to
receiver

39. Feedback
travels to
sender
Noise
Sender Sender Channel Receiver Receiver
has idea encodes carries decodes understands
message message message message
Noise
Possible additional
feedback
travels to
receiver

40. Feedback
travels to
sender
Sender Receiver
When is communication understands
has idea
successful? message
Possible additional
feedback
travels to
receiver

41. Feedback
travels to
sender
Sender
When the message is Receiver
has idea understood as the understands
message
sender intended it to be.
Possible additional
feedback
travels to
receiver

42. Try your skill ...
Select the definition or explanation of the
following parts of the communica-tion process.
1. Encoding is the process of: a.
Creating a meaningful dialogue.
b. Selecting and organizing symbols to
represent a message. c.
Understanding the meaning of a
message.

43. Try your skill ...
Select the definition or explanation of the
following parts of the communica-tion process.
1. Encoding is the process of: a.
Creating a meaningful dialogue.
b. Selecting and organizing symbols to
represent a message. c.
Understanding the meaning of a
message.

44. Try your skill ...
2. Decoding is the process of: a.
Avoiding noise and interference.
b. Selecting and organizing symbols for
feedback.
c. Interpreting the meaning of
communicated symbols.

45. Try your skill ...
2. Decoding is the process of: a.
Avoiding noise and interference.
b. Selecting and organizing symbols for
feedback.
c. Interpreting the meaning of
communicated symbols.

46. Coaching and Mentoring for
Better Relationships
Learning Objectives
After completing this subject, you will be able to:
 Apply the Communication Process.
 Explain how coaching and mentoring can aid in building
better relationships.
 Use your knowledge of communication to improve
interpersonal relationships in the workplace.
 Learn to avoid the “Nine Deadly Sins” that affect
relationships.
 Build stronger relationships with your team members, peers,
and boss.

47. Coaching and Mentoring for
Better Relationships
Nine Deadly Sins that Affect Relationships
 Failing to Communiciate Effectively.
 Playing Games.
 Playing Favorites.
 Getting Involved with Individuals Personal Problems.
 Becoming Personally Involved with Team Members.
 Ignoring Performance Gaps.
 Treating Team Members Unfairly.
 Failing to build a Sound Foundation.
 Displaying a Lackadaisical Attitude.

48. Coaching and Mentoring for
Better Relationships
Peer Relationships
 Do:
– Be very sensitive to the individual and their needs.
– Allow an individual to correct their own mistakes, but monitor
closely.
 Do Not:
– Stand idly by while an individual is making a mistake.
– Jump in and try to help too quickly, but don’t allow the
problem get out of hand.
– Set yourself up as a “know it all”.
 Reminder: An individual does not necessarily have to be on
your immediate team for you to help.

49. Effective Feedback Strategies
Learning Objectives
Upon completing this subject, you will be able to:
 Recognize various types of feedback.
 Identify strategies for giving and receiving feedback.
 Give praise effectively.
 Give criticism constructively.
 Develop an environment that encourages the use of
feedback.

50. Effective Feedback Strategies
Importance of Feedback?
 Positive communication; review the
communication model.
 An effective tool for building relationships.
 Potentially destructive if not used carefully.
 Team members must be coached and
mentored in feedback strategies.
 Know what message you are trying to send.
 All important: Timing, Timing, Timing!

51. EffectiveHow to Give Feedback
Feedback Strategies
 Written correspondence. Write it and then live with it
for a period.
 Verbal communication. Practice before you deliver!
 Nonverbal communication. Watch that body language!
 Actions/Inactions. Timing, Timing, Timing!
 Trappings. Think about how do you present yourself?

52. Effective Feedback Strategies
Approaches to Feedback
 Focus on the individual’s behavior, not the person’s
personality.
 Avoid globalizing behavior. (always,never)
 Use “I” instead of “you” language.

53. Effective Feedback Strategies
Using Feedback Effectively - Ask yourself:
 Is this the right time?
 Is this the right place?
 Is this the appropriate person?
 What is the best way to communicate my message?
 Is the feedback well thought out and valid?
 What problems might feedback create?
 Will my feedback damage the relationship? If yes, how?

54. Effective Feedback (Praise)
Positive Feedback
Strategies
 Giving:
– Team members require positive motivation.
– Be specific about what you liked.
– Feedback should be given right after the
performance. (Timing,Timing,Timing)
 Receiving:
– Be courteous, say “thank you”.
– Ask for clarification if you need it.

55. Effective Feedback Strategies
Giving Negative Feedback (Criticism)
 Tell the person exactly what you observed.
 Explain exactly how you feel about the behavior and the impact.
 Solicit feedback.
 Show support and solicit possible solutions from the individual.
 Get a commitment to improve behavior.
 Reaffirm the individual’s worth.

56. Effective Feedback Strategies
Approaches to Feedback
 Focus on the individual’s behavior, not the person’s
personality.
 Avoid globalizing behavior. (always,never)
 Use “I” instead of “you” language.

57. Effective Feedback Strategies
Receiving Negative Feedback
 Listen, do not interrupt.
 Ask for clarification or more information.
 Try to be objective. (Yes, it is hard!!!)
 Decide if the comments are valid.
 Now its your turn: Be polite and provide
appropriate feedback. Say “thank you”.

58. Effective Feedback Strategies
Encouraging Feedback
 Build a system which encourages feedback.
 Feedback empowers team members. Gives them
buy-in to the process.
 Allow team members to fail.
 Remember: Feedback (communication) is a two-
way street!

59. Managing Team
Members Performance
Learning Objectives
After completing this subject, you will be able to:
 Determine what motivates performers.
 Recognize signs of negative behavior.
 Define strategies for dealing with substandard performers.
 Identify techniques to assist and reward above-average
performers.

60. Managing Team
Members Performance
What motivates performers?
 Coach/Mentor = Motivator
 You are the motivator, its your responsibility to find
out.
 Simplest method? Ask!
 Remember the individual, they all have separate
needs, wants, and desires.

61. Managing Team
Members Performance
Performance Level
 Know what the performance gap is.
 Address performance gaps after determining
what factors affect team members.
 Allocate your resources to address each
group of performers separately: poor,
average, superstar.

62. Managing Team
Members Performance
Indicators of Performance
 Does the individual meet established standards and
goals?
 Are there complaints from other workers about this
individual?
 What are the current quality and quantity levels?
 How much initiative and enthusiasm does the
individual exhibit?

63. Managing Team
Members Performance
Behavioral Performance Indicators
 “They Won’t”
– They are not motivated.
 “They Can’t”
– They lack the ability.
– Outside factors impede them.
– Inadequate team leader guidance.
 “They Don’t Know How”
– Lack of technical or job knowledge.

64. Managing Team
Members Performance
80/20 rule
 Having 80% of your time taken up by the 20% of poor
performers.
 You must be very careful not to neglect other performers
while trying to “fix” a broken one.

65. Managing Team
Members Performance
Managing Substandard Performers
 Identify substandard performers early.
 Develop an Action Plan for improved performance.
 Superstars are potentially poor performers because they can
be extremely disruptive to the team.
 You must be proactive in your approach to managing all
performers, but especially substandard individuals.

66. Summary
Where your expectations met, if not, why not?
Do you have any further questions? Now is the
time.
Your suggestions, comments, and constructive
feedback are honestly solicited.