Professional Documents
Culture Documents
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9. Mentoring Programs
Basically, there are two types of mentoring programs formal and informal. Formal mentoring programs are similar to coaching programs: these are systematic and structured, with clearly established organizational goals. Informal mentoring programs have little or no structure and may not even have clear goals. Informal mentoring is based on perceived value and is geared toward interpersonal development, yet it still has an impact on career enhancement. Perceived value means that the protg considers anyone who serves as a personal inspiration and motivator as a mentor.
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Show sensitivity to other peoples feelings Provide honest feedback, balancing positive and negative points Choose the right tone and language to use Be descriptive instead of being judgmental Prepare the feedback session in advance Be a good role model Lead the employee to take responsibility of actions
18.1 The Use of Coaching Tools The coaching plan for inexperienced learners must largely involve carefully selected coaching tools and useful techniques and to really focus on feeding them with sufficient knowledge needed for their scope of work. These tools would include drills, activities, simulations and testing materials utilized during coaching. For example, if the employee lacks know-how about upselling the products, the coach can design drills and simulations that will teach the individual to do upselling. The time for the coaching sessions must be maximized using any coaching tool and material that will allow active participation and feed learning to the employee. The goal is to increase awareness and hone their skills in order to develop their performance at work.
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Training manual for Coaching and Mentoring skills 18.2 Be a Role Model Setting a good example as a coach to the inexperienced learners is a manifestation of good leadership. These individuals need a role model who will demonstrate how to develop their potentials, widen their knowledge and understanding about the nature of their work. Newly hired employees and fresh starters take inspiration from their bosses, their team leaders, and supervisors. Apart from new hire training, they need a reinforcement of what they learned, the job they need to perform, and the skills they need to demonstrate to carry out their tasks. This is where coaching sessions come in the picture. Ongoing and regular coaching will eventually mold their potentials as well and will produce an outstanding work performance.
Executive Teams (composed of senior level officers) Sales Team Project Teams Training Team Human Resource
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Understanding the team culture and environment Determining issues to address and barriers to team performance
Designing the teach coaching plan Enhancing team confidence and motivation
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Advanced coaching skills Good knowledge on organization team setting Business acumen and management expertise Strong intuition abilities Flexible thinking Ability to create team dynamics
In relationships with subordinates and co-workers 1. I initiate conversations with them to help them resolve their concerns. 2. I am easily accessible to them. 3. 4. 5. I make it easy for them to be candid with me. I make it easy for them to acknowledge that they lack knowledge. I make it easy for them to inform me about problems.
In conversations with subordinates or co-workers: 6. I do not put them down with behaviours like sarcasm or ridicule. 7. I give full attention to them when they are speaking. 8. 9. I show sensitivity to their feelings. I emphasize solving problems rather than blaming people.
10. I encourage mutual, two-way communication. While discussing problems of subordinates or co-workers with them: 11. I develop a full understanding of the problems before helping to solve them. 12. I request their opinions before expressing mine. 13. 14. 15. 16. 17. 18. 19. 20. I help them identify problems accurately for themselves. I help them find their own solutions to their problems. I help them gain a deeper understanding of their own feelings about the problems. I help them gain new insights into the problems. I stimulate them to explore alternative solutions to the problems. I help them take responsibility for solving their own problems. I help structure the conversation so that it develops in a logical way. I serve as a resource for new ideas.
Training manual for Coaching and Mentoring skills I initiate conversations with subordinates or co-workers in order to: 21. Help them understand the political issues that must be taken into account in making decisions. 22. Help them understand the organizational history behind issues and problems. 23. Help them identify key players to consider in gaining acceptance of new ideas. 24. Help them become sensitive to the aspects of the organizations culture that affect their success. In conversations with subordinates or co-workers: 25. I help them develop their own personal networks for accomplishing their jobs. 26. I help them take personal responsibility in managing their own careers. 27. I help them gain commitment to the organizations goals and values. 28. I make them aware of senior managers likes and dislikes. 29. I provide them with practical career advice. 30. I encourage them to apply for positions that would enhance their careers, even if such encouragement might mean losing competent subordinates or co-workers. 31. I help them identify what new knowledge or skill they need to acquire. 32. I serve as a resource to them on technical matters. 33. I serve as a resource to them on administrative matters. 34. I help them gain expert status in their areas of responsibility. 35. I encourage them to test new knowledge and skills that they acquire. 36. I check with them to ensure that they have the knowledge and skills to do their jobs. 37. I follow up with them when they have acquired knowledge and skills to ensure they are able to use them. 38. I encourage them to look for new learning opportunities. 39. I praise them when they have acquired knowledge and skills. 40. I gain commitment from them to learn continually. In discussing performance with subordinates or co-workers: 41. I mutually clarify expectations about performance with them. 42. 43. 44. I promptly identify performance problems with them as these problems occur. I challenge them to take on more and more difficult tasks. I develop strategies with them to improve their performance. 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1
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1 1 1 1 1 1
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Training manual for Coaching and Mentoring skills I gain commitment from them for continuous improvement in 5 4 performance. I confront performance problems in a way that maintains a positive 5 4 relationship between me and them. I am concrete and specific in talking about performance problems. 5 4 I emphasize improvement in the future rather than failure in the 5 4 past. I help them find their own best ways to improve their performance. 5 4 I develop concrete strategies for solving performance problems. 5 4
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Results Use the table below to record your totals from each skill assessment section. Tick low, medium or high from the scoring columns. Sr. No. 1 Your totals Scoring Low Med High
Skill In relationships with subordinates and coworkers In conversations with subordinates or co-workers Discussing problems of subordinates or co-workers with them I initiate conversations with subordinates or coworkers In conversations with subordinates or co-workers In discussing performance with subordinates or coworkers
Low
Med
High
0-5
10-15
15-25
0-5
10-15
15-25
0-20
20-35
35-50
0-4
4-10
10-20
0-30
30-60
60-80
0-20
20-35
35-50
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Training manual for Coaching and Mentoring skills Use the scoring definitions on the following page to assess your results. Scoring Low There could be a number of reasons for giving yourself a low score. Maybe you undervalued your experience. Possibly you are not attracted to this skill. Think of the reasons for this and use the reflective review to consider what you could do about addressing this. Remember this skill is considered essential for your development and success - as a student, an employee and in life generally, so a low score could limit your ability to reach your full potential. If you are asked about your weaknesses in an interview, be honest, but remember to explain why you think this is and what you are doing about it. That will impress a prospective employer! Medium Your score suggests that you have some experience of using this skill and have developed a certain level of competence through experience and practice. However, there seems to be evidence that you would find it useful to develop it further. Look carefully at the different questions you answered to assess this skill and decide exactly where your areas for development lie. It may be that this skill is a potential strength but you are feeling a lack of confidence around it. Think about why this should be. Use the resources available to you at to strengthen and further develop your skills in this area. If you discuss use of this skill in interviews, give a full and honest assessment and discuss how you are planning to work on it. No-one is perfect and employers are impressed with someone who understands their strengths and weaknesses and is doing something about it. High If your assessment is accurate, it indicates that skills in this area are well developed at this stage and that you are feeling comfortable using them. Your course should provide you with opportunities to practice and further develop them. Discussing this assessment with your tutor should help you to develop a plan for building further on this strength. Dont be complacent, if you dont keep the skill honed, it will stagnate, while the world moves on. Most importantly, do not forget to capture evidence of this strength and to include it in a personal statement or CV. Remember to record details of where use of this skill has been effective in particular situations, so you can talk about it in interviews.
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