Training manual for Coaching and Mentoring skills

1. What is Coaching and Mentoring?

Coaching and mentoring are two important processes that can be applied in different areas such
as academic institutions, athletic teams, and in workplace settings. In many companies and
organizations, coaching and mentoring are regarded as highly effective techniques in employee
development, for both management
and staff level.
The normal process is that the higher
management has the task to conduct
coaching and mentoring to the entry
level employees or the staff. The
main purpose of coaching and
mentoring in the workplace is to
motivate professionals to bring out
the best of their capabilities. Usually
people think that those who go
through coaching or mentoring are
weak and incompetent, and this is
why they need guidance from those
who know better. This is not true as
the process focuses more on
developing individual potentials and
realizing the persons capabilities.

1.1The Definition of Coaching and

Mentoring
Both terms coaching and mentoring are used
often as synonyms, and they are indeed closely
related, but in a stricter sense, the two terms are
not completely the same concepts. Coaching is a
process of enabling individual learning and
development, so performance and skills are
enhanced. Mentoring is a process of improving
individual knowledge, work efficiency, and way
of thinking. It is also about maximizing the
individuals potential, but this can be an off-line
procedure, which means that the mentor may not
necessarily be your boss or your supervisor.
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Training manual for Coaching and Mentoring skills

1.2When to Conduct Coaching and Mentoring

There are many reasons to provide coaching and mentoring to employees. A few reasons are the
following:
Developing Skills: The main reason to coach and mentor staff members is to create
opportunities for building new skills and talents
Continuing Projects: If there are current projects in the pipeline, coaching and mentoring are
helpful in keeping track of the progress and spotting any issues on the project.
Enhancing Careers: This is a very common reason for coaching and mentoring. It prepares the
individual for future career growth and promotion or simply leads the employee to a clear career
path.
Solving Problems: When employees are mentored in the wake of problems and issues in the
workplace, they get a better understanding of how to identify these problems and find practical
ways to solve it.
Brainstorming: Supervisors or managers may give coaching and mentoring to the members of
the staff in order to facilitate the working ideas of the team for the benefit of the tasks or projects
being worked on.
Resolving Conflicts: Coaching and mentoring is very helpful in diffusing any disagreements
among employees.
Motivating Team Members: This seems to be the most practical and common reason for
coaching and mentoring in the workplace. Employees and team members will regain enthusiasm
and motivation to give their best in their work.

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Training manual for Coaching and Mentoring skills

1.3 Various Types of Coaching and Mentoring

There are different types of coaching and mentoring that may be used or applied depending on
the need of the individuals.
These are:
a. Performance Coaching and Mentoring
This is a very common type of coaching and mentoring especially in the workplace setting.
Instead of rectifying issues of an individuals performance, the coaching puts more emphasis on
enhancing and identifying the persons strengths in varied areas in order to create a better
performance.
b. Skills Coaching and Mentoring
This kind of coaching and mentoring
concentrates on developing the
potentials and capabilities of a person,
which can be useful for the role of the
individual in the company. The coaches
or mentors must be highly adept in
manifesting or demonstrating the skills
that they also deliver to the individuals.
The normal set-up for this type of
coaching and mentoring is a one-on-one
training that addresses the persons
knowledge, core skills and experience.
c. Personal Coaching and Mentoring
The main objective of personal coaching
and mentoring is to create significant
changes in a persons life. This type is
based on a completely different
approach from the perspective of the
individual.
d. Executive Coaching and Mentoring
This is geared towards coaching and mentoring professionals, including the management and
employees, in their goal to enhance professional and personal development.

Training manual for Coaching and Mentoring skills

1.4 Understanding the Coaching and Mentoring Processes

In order to get a clear understanding of the processes that take place during coaching and
mentoring, the following distinct activities are defined by Robert Dilts:
a. Guiding
It is the process of leading an
individual or a group from the current
state to an ideal or desired condition.
b. Coaching
Coaching is the process of assisting a
person in developing performance.
c. Teaching
Teaching is the process of assisting an
individual or a group in the
development of cognitive talents and
skills which can be useful in life.
d. Mentoring
It is the process of changing a
persons values and perceptions into
an optimistic approach.
e. Counseling
It is the process of facilitating an
individual to get over personal issues,
especially those past issues that may
hinder the person from making a
change to the better.

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Training manual for Coaching and Mentoring skills

2. What is the Difference Between Coaching and Mentoring?

As we go through the list of attributes or characteristics common to both coaching and
mentoring, we must note that there are
some differences in these attributes. These
distinctions will be outlined based on the
following categories:
a. Focus
The main focus in coaching is
performance development. In mentoring,
the highlight is more on the individual or
the person.
b. Role or Function
The coach has a specific agenda and a
specific function while the mentor can be
any individual who is capable of acting as
a facilitator but does not have a particular
agenda.
c. Relationship
Coaching has something to do more with career and job aspect. Mentoring is more about selfreflection.
d. Source of Influence
A coach is usually someone who is in a higher level or rank such as a supervisor or a manager. In
the workplace, a person is titled a coach because that is the given role. A mentor can be someone
with a perceived value. A mentor is not called as such unless the individual says so or considers
the person as a mentor.
e. Personal Returns
Coaching is geared toward developing individual performance, so the focus is on the person
being coached. In mentoring, aside from the development of the individual, the mentor himself
learns from the feedback and remarks of the mentee.
f. Scope
Coaching is more applicable in an office setting or in a sports team where individuals have tasks
to accomplish. Mentoring is usually conducted in schools and organizations, or other areas where
a great deal of personal values and aspects of life have to be changed.

Training manual for Coaching and Mentoring skills

2.1 Difference of Coaching and Mentoring with Other Areas

What is the difference of coaching and mentoring from areas such as training, counseling and
consultancy?
a. Training and Development
One obvious difference of training from coaching and mentoring is the complete acquisition of a
new set of skills and knowledge such as technical, product specific knowledge or skills needed
for a new job role.
b. Counseling
Coaching and counseling are similar in many ways. However, with counseling, the main
objective is to guide the individual toward self-managed actions for the attainment of personal
goals. Counselors deal with personal issues at a broader and greater scope.
c. Consultancy
The primary focus of a consultancy is organizational development in terms of structure, systems
or processes, and practices. It is geared more on a company-wide scope rather than individual
aspect.

2.2 Coaching as a Process

Coaching is best conducted if the coach is fully aware and knowledgeable of the theories and
practices involved in the process. Aside from that, coaching is most effective if the coach can
demonstrate a variety of skills, styles, and techniques suitable to the context in which coaching is
conducted. The activity is dynamic and broad. In the workplace, a coach must know the
theoretical concepts and must fully embrace their functions before progressing to the application.

3. The Value of Coaching Process

Professional coaches follow a set of standards in their coaching activities. This includes utilizing
a coaching model, a coaching flow, or simply coaching procedures. Following a coaching
process serves as a guide for the coach to attain the main goal of coaching in an effective
manner. Any incoherence in the coaching procedures will definitely not make the coaching a
success. An effective implementation of coaching in workplace involves a constant adjustment to
the ever-evolving systems and structures in an organization. Hence, coaching processes must be
modified regularly to suit the needs of the individuals. If a coach is stuck to a single approach in
coaching, the outcome may not be effective. Individuals may see it as a routine practice in the
office and will not recognize the effect of coaching on their careers. They will treat it more as a
compliance to organizational practices rather than an opportunity to become better performers.
The coaching process allows a structured approach in its implementation but must not be
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Training manual for Coaching and Mentoring skills

restricted to one kind of approach. In coaching there must be variations in the use of styles and
techniques.

3.1 The Stages in the Standard Coaching Process Model

A standard coaching process
matrix has four stages. Each
of these phases will be
outlined and explained
below.
Stage 1: Analyze for
Awareness
Coaching is the solution
when the learner realizes the
need to develop
performance or change
certain ways in doing things.
There has to be a
willingness from the
learners end to undergo
coaching, and the coach
plays a vital role in making
the learner realize this
awareness.
Another way of determining the need for coaching is through a recommendation from the
supervisor or team leader on the need to improve members performance and enhance certain
skills.
Stage 2: Plan for Responsibility
This stage gives the learner a chance to take on responsibility for developing performance.
Although it is helpful to use learning programs during coaching, this must not be strictly imposed
on the person. Learners must also be actively participating in elaborating the learning style, in
finding something that is conducive to their level and ability.
Stage 3: Implement using Styles, Technique and Skill
After the planning stage in coaching, the next phase is to identify coaching styles and techniques
that are deemed appropriate for the situation or the level of need of the learner. Moreover, this
includes a test of the effective coaching skills of the coach to successfully conduct the coaching
session. Coaching drills and activities geared towards developing the skill and performance of
the individual are also used.
Stage 4: Evaluate Success
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Training manual for Coaching and Mentoring skills

The last stage in the coaching process model is monitoring progress of the learners performance
after the coaching session. This has the role to check if the person has made any significant
improvements or positive changes as a result of the coaching.

3.2 Four-Step Coaching Process

The four major steps in the process of coaching are:
1. Observation
A coach must have sufficient preparation before doing any coaching no matter it is an on-thespot coaching or a schedule session. This would entail getting a good understanding of the
learners current performance as well as his strengths and weaknesses.
2. Discussion
During the more detailed preparation of the coverage for coaching the issues to be addressed
must be discussed by the coach and the learner.
3. Active Coaching
This is where the actual coaching sessions occur. Feedback must be given and proper facilitation
must be observed.
4. Follow-up
The last step is about keeping track of the learners progress and performance trend. This is a
chance for the coach to recognize any development and identify opportunities for continuing the
coaching.

4. The Process of Mentoring

Mentoring is a tool used by various organizations and other entities for the personal development
and empowerment of their employees. Mentoring is a powerful process and an effective
approach in helping individuals in developing their careers. Mentoring is a partnership between
the mentor and the mentee who share similar experiences or who are in the same field of work.
Apart from personal development, it is about relationship building. This is basically what
distinguishes mentoring from coaching. Successful mentoring is based on a step-by-step process
which has the role to build the relationship and conduct the mentoring session effectively. Just as
coaching follows a structured process, mentoring is also conducted through a process. Lack of
planning in mentoring obviously does not generate a successful and productive outcome.

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Training manual for Coaching and Mentoring skills

--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------4.1Effective Mentoring Process

For a successful mentoring relationship, a
four-step process may be used as guide:
1. Building the relationship
The mentor-mentee relationship is the first
vital aspect of mentoring that needs to be
established. This first step is not to be
rushed, not even skipped. Time and effort
must be invested in building a good
relationship. The mentor and mentee must
take their time in getting to know each other
and build a foundation of trust. With this,
mentoring is an easier activity to do.
2. Negotiating agreements
The next step is to establish a set of agreements to be implemented and followed during the
mentoring relationship. This would include defining the roles, setting schedules for mentoring
sessions, identifying limitations and mentoring style preferences. Doing so paves the way for a
smooth and harmonious mentoring relationship.
3. Developing the mentee
This is the longest step of the mentoring process since the focus is now on the functions of
mentoring. During this stage, both the mentor and the mentee will define mentoring goals, create
a list of mentoring drills and activities to achieve their goals, and keep a constant communication
with each other.
4. Ending the relationship
The mentoring process ends with a celebration of the accomplishments and an evaluation of the
outcomes. The mentoring relationship must end on a highly positive note for a gradual
transformation into a casual partnership rather than closing abruptly. In certain cases, mentoring
relationships develop into something more solid.

4.2 A Working Model for Mentoring Process

The working model has been developed over time based on the experiences of several mentors
and has been applied in many mentoring sessions of various organizations. The stages in the
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Training manual for Coaching and Mentoring skills

working model represent the whole mentoring process and are set for a 2-year period. The
meetings have to be scheduled depending on the mentoring goals and the need of the mentee to
develop performance. The communication has to be constant so the mentoring relationship will
continue to flourish during the mentoring process.

4.3 Stages in the Mentoring Process Working Model

Stage 1: Introduction
As the initial stage, the objective of the introduction is to build a connection and start the
relationship between the mentor and mentee. This is a good time to get to know each other better
before starting the mentoring sessions and to create a comfortable relationship with each other as
the mentoring process progresses.
Stage 2: Foundation
This stage entails an agreement about the mentor and mentee roles and sets the expectations for
the mentoring process.
Stage 3: Orientation
The mentee is oriented to the process in order to lessen the tension and increase motivation.
Stage 4: Collaboration
The mentor works together with the mentee and is seen as a caring partner.
Stage 5: Problem Solving
At this stage, the mentor helps the mentee identify the issues about his skills and performance.
Stage 6: Personal Framework
The mentoring relationship is strengthened and the mentor is regarded as a trustworthy partner.
The mentor makes an effort to help develop the mentees confidence and self-esteem.
Stage 7: Professional Framework
At this stage of the mentoring process, the mentee views the mentor as a role model and now the
focus is set on skill improvement and performance progression.
Stage 8: Transition
This last stage encourages the interdependence of the mentor and mentee. The mentee is taught
to work independently, but the guidance of the mentor is still there.

Notes

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Training manual for Coaching and Mentoring skills

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

The Greatest Mentor

In Indian History

5. Why Coaching and Mentoring is Important?

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Training manual for Coaching and Mentoring skills

Coaching and mentoring are
increasingly used mainly for
professional development, to
indicate a positive change in
individuals and to encourage
the transfer of knowledge
from the coach / mentor to the
individual. Organizations and
companies find coaching and
mentoring highly beneficial
for the career growth of their
employees so coaching and
mentoring has been applied
by many entities in their
organizational practices. At
the workplace, coaching and
mentoring is used when the
management finds that there
are working individuals who
need to enhance their
potentials to perform better in
their jobs and to be more productive. There may be skills that need to be strengthened, lapses in
working behavior and issues with performance output corrected at certain employees. Once this
is assessed, these employees will be recommended for coaching. The coaches are usually the
supervisors and managers. The company may even have a delegated coach for that particular
department.

5.1Benefits to the Coach or Mentor

The coach / mentor plays a very important role in transferring knowledge to the individual and
helps the person in enhancing his personal and professional growth. The following reasons
explain the importance of coaching and mentoring to the people who are conducting it:
Increased job satisfaction
Further enhancement of their own skill level
Advantage of their own professional development
Enhanced skill in problem analysis and strategic thinking
Develops self-esteem

5.2 Benefits to the Learner

Increases self-confidence and self-esteem
Promotes professional career growth
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Training manual for Coaching and Mentoring skills

Enhances skills
Identifies weak areas and turns them into potential successes
Develops good relationship with the supervisor
Enhances problem analysis
Reduces the feeling of low self-worth and frustration
Provides an opportunity to think about a better work role and career
Gives a focused attention in the aspect of training and development

5.3 Benefits to the Organization

Higher employee retention
Competitive advantage with more skilled and well-performing employees
Increased skill set and knowledge levels of the people
Greater chances of attaining goals
Succession planning
Full utilization of human resources
Enhancement of communication within the organization
Strengthening of company culture and ethics

5.4 Effectiveness of Coaching and Mentoring

The impact of coaching and mentoring sessions to the individuals working in an organization is
greater with these things:
There is a collaborative atmosphere in the workplace wherein professional learning is
productive and individuals have the willingness and commitment to develop and improve
themselves.
The management acknowledges the needs of the employees for professional learning that must
be attained in order to raise organizational standards.
There are standard processes and sets of procedures for coaching and mentoring programs
based on best practice.
The work roles of employees are redefined to incorporate coaching and mentoring sessions.
The designated coaches and mentors have the appropriate personal and professional attributes
and skills required to conduct effective coaching. These experts are also able to provide
continuous training and development necessary for the progress of employees.
The employees recognize the need and responsibility to attain professional development.

5.5. The Advantages of Coaching and Mentoring

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Training manual for Coaching and Mentoring skills

It is already a great advantage to the organization that coaching
The Greatest
and mentoring benefits both the coach/mentor and the
individuals. Good working relationships are also developed
Mentor Of
since the supervisor usually takes the role of a coach to the
Mankind
staff. At the same time, the employees also see their superiors
their mentors who are willing to guide
and help them develop their full
potentials. It touches both the personal
and professional aspects of the
individuals.
When the focus is on improving
performance, the person will realize
that there are personal issues that need
to be addressed. The implementation of
coaching and mentoring in the
workplace is a great contribution to the
overall development of the individual
and organizational level. That is why
these programs are incorporated as a
regular practice in the organizational
system.

as

5.6. What is the Role of a Coach

and a Mentor?
Coaches and mentors play an essential
role in the success of an organization. They are responsible for implementing the coaching and
mentoring processes and procedures set by the organization as part of their employee
development programs. As such, the bulk of the responsibility relies on how effective they are, in
performing their coaching and mentoring functions and how they carry out their roles. Most
organizations appoint supervisors and managers to take on the role of a coach. They are often
seen as the most capable of conducting the coaching sessions because their skills and knowledge
levels are apt for the coaching role. Often the employees also treat them as their mentors in
developing their careers. The function of facilitating their members and looking after their
welfare performed by supervisors is more like a mentoring role. Aside from being a coach and
mentor, these people take on various roles in implementing the coaching and mentoring process
to the individuals. This article will discuss the different roles of coaches and mentors as well as
the ideal attributes they should possess to effectively assume those roles.

5.7 Coaching and Mentoring Roles

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Training manual for Coaching and Mentoring skills

a. Advisor
As an advisor, the coach will help develop the professional interests and create career goals for the
individual. The coach must find out how the employee wishes to develop in terms of professional or
career growth.
b. Counselor
As a counselor, the coach must put emphasis on building a relationship based on mutual respect and trust.
Keeping confidentiality helps build trust and respect of the individual.
c. Friend or Supporter
The coach also must be a friend who is always ready to give a helping hand to the person and share the
problems and successes. The learners need an assurance that there is someone who believes in their
potentials.
d. Facilitator or Guide
Being a guide or a facilitator, the coach helps the person become aware of the internal issues and
happenings within the organization and interpret the unwritten rules that may be crucial to the learner.
e. Instructor or Teacher
As an instructor or teacher, the coach must educate the person with the right skills and impart the
knowledge needed to perform the job efficiently. The coach must also be adept in displaying these skills
and knowledge.
f. Motivator
The coach must serve as an inspiration or an encouragement to the learners. One way to show motivation
is by giving positive feedback to boost the persons morale.
g. Organizer and Planner
The coach or mentor is largely responsible for preparing the plans and activities needed for coaching.
h. Role Model
This role is simply about walking the talk. The coach must serve as a good example of the ethics,
values, and professionalism in the company. In most cases, learners imitate the ways of their coaches and
mentors.
i. Coach
A coach must provide constructive and positive feedback during coaching sessions. Positive feedback
reinforces the individual and constructive feedback allows for a change in the persons behavior.
j. Mentor
Being a mentor also means being a partner to the individual in the goal of developing oneself.

6. The Qualities of a Good Coach and Mentor

AN IDEAL COACH
AND MENTOR OF
15
NATION

Training manual for Coaching and Mentoring skills

An effective coach or mentor possesses the following attributes:
Good listener
Emotionally intelligent
Good motivator
Inspiringly persuasive or influential
Realistic and practical
Open-minded
Approachable
Patient, understanding and
considerate
People-oriented
Supportive
An achiever
Respected

6.1 Self-Assessment: The Task of a Coach or Mentor

Apart from the different roles that a coach or a mentor portrays, one very important task that
must be conducted is a self-assessment of the role as a coach or mentor. It is crucial for coaches
and mentors to be aware of how they are performing during their sessions. The self-assessment
process can be done by answering a self-evaluation form. The answers will gauge the
effectiveness of the coaching and mentoring role and will provide the coach an opportunity to
improve on the areas that need to be addressed when conducting coaching. Moreover, gathering
feedback and insights from the learners is also a helpful method in self-assessment.

6.2 The Most Important Coaching and Mentoring Skills

Being a coach or a mentor is not an easy role to perform. These roles are very crucial to an
organization and its people. Because of this, when investing in coaching and mentoring programs
in the workplace, quality must be observed in terms of the processes, standards, and the people
assigned to do coaching. The organization must have high expectations from the designated
coaches. These individuals must possess the necessary personal and professional qualities of a
good and effective coach.
Usually coaches and mentors are part of the management in the organization. Being such, they
ought to have the right leadership qualities. Leaders are equipped with skills that make their
coaching sessions effective and successful. Furthermore, the staff or the employees look up to
their coaches as role models. An effective coach or mentor should have various skills and these
abilities will be outlined in this article.

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Training manual for Coaching and Mentoring skills

7. Primary Coaching Skills

a. Rapport-Building
The skill of building rapport is the same as being people-oriented and having good interpersonal
skills. Since the connection between a coach and a learner must be properly established, rapportbuilding is deemed necessary in order to attain a level of understanding between the coach and
the individual. One way to apply good rapport-building is to create a comfortable atmosphere
during the session. This way, learners will not hesitate to cooperate in the drills and activities.
b. Listening Ability
The ability to be a good and active listener is very essential to coaching. Listening is not just
about understanding the verbal cues but also listening to what is not said. The coach also makes
conversation a two-way street during the session which means that the learner is given the
opportunity to talk and open up more while the coach actively listens. Part of demonstrating
good listening ability is avoiding interruptions. Paraphrasing can also be used to confirm
understanding of what was being said.
c. Questioning Ability
A coach must be able to apply effective questioning techniques and must know how to ask
intelligent questions. The use of open-ended questions is effective as this type of questioning
encourages the individual to elaborate more. Good follow-up questions after a learners response
also manifest a sincere interest and concern toward the person.
d. Communication Skill
Since coaching involves a lot of discussions and open conversations between the coach and the
learner, the coach should know how to effectively get the message across to the individual with
ease. This is especially important during the giving of feedback to the learner. The coach must be
able to relay feedback and remarks constructively and positively without demeaning the learners
self-esteem.

Mentor and Coach who

Enlightened the whole
world

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Training manual for Coaching and Mentoring skills

8. General
Coaching
and
Mentoring
Skills
Apart from the primary coaching skills mentioned above, there are other essential skills that the
coaching profession requires. The list of skills and attributes below would make an effective
coach and mentor:
Ability to promote trust and respect
Ability to facilitate level of understanding
Ability to create an effective coaching and mentoring process
Ability to motivate and inspire
Ability to offer positive and constructive feedback
Ability to guide the learner in goal setting and attainment
Ability to stimulate action
Ability to inculcate self-awareness and self-knowledge
Ability to open up new perspectives
Ability to follow a variety of approaches in coaching styles and techniques
Ability to recognize significant changes in thoughts and behavior
Ability to assist in identifying the value in a situation

8.1 Coaching and Mentoring Competencies

Many organizations tailor their standards for coaching performance from accredited coaching
associations such as the International Coach Federation (ICF). The association has set the
following coaching competencies:
Ability to adhere to the ethical rules in the coaching profession
Ability to create a coaching agreement
Ability to initiate a trusting relationship with the trainee or the learner
Ability to be vigilant, mindful and spontaneous
Ability to provide active listening
Ability to ask effective and powerful questions
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Training manual for Coaching and Mentoring skills

Ability to effectively communicate
Ability to increase the individuals level of awareness
Ability to design action plans to address needs and issues
Ability to establish realistic goals with the individual
Ability to facilitate the trainees progress

Notes
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8.2 What are the Best Practices in Mentoring?

Mentoring has been closely associated with coaching as a highly effective practice in developing
individual potential and performance. A coaching program requires a structured and standard
implementation of processes and guidelines, and a mentoring program is not different. Yet,
mentoring can be either formal or informal. It requires a connection between two individuals a
mentor and a protg or a mentee. In many companies and other public or private sector entities,
mentoring has been known to contribute largely in the professional development and career of
individuals. Organizations incorporate formal mentoring sessions because this way productivity
from the employee and organizational point of view can be enhanced. Mentoring is also good for
the career development of individuals. Organizations can develop best practices in mentoring
which are embedded in the mentoring programs. The success of the mentoring programs rely on
proper planning, implementation and evaluation. Seasoned mentors have taken great lengths to
identify, modify, evaluate, and maintain these best practices. Many successful companies have
embraced best practices in mentoring through innovative strategies.

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Training manual for Coaching and Mentoring skills

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.

9.1 Developing a Formal Mentoring Program

A mentoring program in an organization must be established with a certain set of standards and
guidelines in mind. Mentoring best practices have certain elements that are crucial to the success
of the program.
1. Conducting needs assessment
Every organization that seeks to incorporate mentoring program must examine its needs and
importance, the expectations of the organization and the components of the program. The needsassessment may be conducted by the human resources team, training team, or an assigned
committee.
2. Building a mentoring program roadmap
The mentoring program roadmap covers all the necessary tools and components to initiate the
program. This would comprise of the project and implementations plans, the results of the needs
assessment and the program description.
3. Getting top management support and commitment

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Training manual for Coaching and Mentoring skills

A successful formal mentoring program has the support and commitment of the management.
People in the top management can participate as mentors to the staff or the low-level employees.
Mentoring best practices can also be identified from the experiences these senior leaders have.
4. Assigning a dedicated mentoring program manager
The program must be facilitated by a dedicated program manager who is responsible for
overseeing the course of the program. The role of the program manager is crucial to the success
and effectiveness of the mentoring program.
5. Create a working committee or mentoring group
The mentoring program committee is assigned to set specific goals and objectives of the
program. They must commit themselves to developing a learning culture within the organization.
They work hand in hand with the program manager.

MAHAMANAV
Dr. Babasaheb Ambedkar

9.2 Best Practices in Mentoring

Programs
1. Efficient mentoring programs are adequately staffed and funded.
This pertains to the availability of the needed resources to get the program rolling such as
finances, staff members, and other resources. One example of best practice would be having
enough mentors to address the number of mentees in the company. Another would be restricting
the responsibilities of the committee members to mentoring and its related scope.
2. Quality mentoring programs are run by dedicated and committed leaders.
A mentoring program is intended to empower and improve individual potential. So, the mentors
must show an example of being motivated and encourage staff members to develop themselves.
3. Quality mentoring programs have a defined set of goals, objectives and a clear mission
throughout the life of the program.
4. Excellent mentoring programs provide a continuous contact and adequate supervision with the
mentors.
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Training manual for Coaching and Mentoring skills

5. Successful mentoring programs have a meaningful impact on the organization.
All employees involved, including the mentors and mentees, must be able to benefit and to use
the program to their personal and professional development.
Mentoring has been closely associated with coaching as a highly effective practice in developing
individual potential and performance. A coaching program requires a structured and standard
implementation of processes and guidelines, and a mentoring program is not different. Yet,
mentoring can be either formal or informal. It requires a connection between two individuals a
mentor and a protg or a mentee. In many companies and other public or private sector entities,
mentoring has been known to contribute largely in the professional development and career of
individuals. Organizations incorporate formal mentoring sessions because this way productivity
from the employee and organizational point of view can be enhanced. Mentoring is also good for
the career development of individuals. Organizations can develop best practices in mentoring
which are embedded in the mentoring programs. The success of the mentoring programs rely on
proper planning, implementation and evaluation. Seasoned mentors have taken great lengths to
identify, modify, evaluate, and maintain these best practices. Many successful companies have
embraced best practices in mentoring through innovative strategies.

Family
coaching
and

9.3 Coaching Best Practices Explained

Utilizing a coaching program as a part of organizational practice for employee development
requires a systematic and structured approach. Coaching is not just something that may or may
not be conducted in a causal method; coaching is not a temporary activity. Once a company
decides to embrace a coaching program as part of the system, it must be structured and must be a
regular activity. It has to be a fixed implementation to function as a tool for enhancing employee
performance and growth. Being a crucial program for employee development, the coaching
process must be outlined and coaching best practice should be laid out as well. Coaching best
practices usually refer to performance standards that are expected to be performed by the coach.
These are considered the most effective procedures to follow when coaches conduct sessions in
the workplace. This article will elaborate further about the best practices to be implemented in
coaching.
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Training manual for Coaching and Mentoring skills

9.4 Basic Understanding of Coaching Best Practice

The basic foundation of best practices is the first-hand experiences of professionals and industry
experts. In the field of coaching, opposed to theoretical practice, the years of experience and
acquired knowledge, as well as the skills of the coaching professionals form the coaching best
practices of an organization. Although information based on books and theories is very useful,
first-hand knowledge and experience is much more effective when applied in context.
Coaching best practice consists of coaching protocols, guidelines, principles, standards, and procedures
that greatly contribute to the success of the coaching program. Apart from incorporating it in the coaching
program, it can also be used in developing a new coaching style or strategy. Research and evaluation
shows that applying best practice in coaching is highly effective.

10. The Cycle of Coaching Best Practice

Best practices are not permanent. Over time, these are modified and suited to whatever works
best for the coach and the trainee. The cycle of best practice revolves around the following steps:
1. Reviewing of the individuals for coaching
2. Educating the trainee on the coaching best practices
3. Determining the most relevant and useful best practice
4. Identifying areas that need to be improved
5. Finding measures to evaluate performance level
6. Benchmarking lapses in performance
7. Choosing a coaching style, technique and process that will minimize the gaps
8. Implementing and applying the best approaches
9. Evaluating and reviewing the chosen strategy or approach
One important aspect that should not be missed out is to test and assess the selected best practice
before it is rolled out during coaching sessions. Conducting the risk assessment will determine if
the coaching best practice will be effective and feasible to the program.

11. Ideal Coaching Best Practice

There is no general or universal best practice for all companies and organizations. Every
company has its own set of best practices in their coaching programs. Listed
below are few among best coaching practice:
1. Coaching Preparation
The coach makes the necessary preparations for the coaching sessions by identifying the purpose
of the coaching in concordance with the needs of the employee.
2. Build a Positive and Trusting Coaching Relationship
The coach initiates a warm and comfortable connection with the trainee.
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Training manual for Coaching and Mentoring skills

3. Setting of Expectations
The coach establishes clear coaching goals with the trainee and identifies roles and
responsibilities.
4. Coaching Plan and Practice
The coach coordinates with the supervisor, plan suitable coaching schedules and discusses tools
and resources for coaching.
5. Observe Practice
The coach makes an initial assessment of the trainees performance before the start of the
coaching sessions.
6. Develop Coaching Strategy and Technique
The coach creates a coaching style and technique based on the results of the initial assessment.
7. Conduct Coaching Session
The actual coaching session with the trainee is done. Any coaching drills and activities will be
delivered during the sessions.
8. Evaluate Progress of Performance
The coach conducts a final assessment of the trainees performance after the coaching sessions.
9. Documentation Process
The coach documents any changes in the performance trend of the individual and recognizes any
signs of improvement. Also, the coach submits performance feedback to the trainees immediate
supervisor as well as to the trainee.

12. How to Conduct Effective Coaching?

Organizations looking after the needs of their people always find ways and means to address
those needs. Coaching and mentoring programs are established to continue developing people
and bring out their best.
Coaching in the workplace is very important and must be perceived positively by the working
individuals. In some cases, employees tend to be apprehensive towards coaching sessions
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Training manual for Coaching and Mentoring skills

because they feel that due to poor performance at work, they have not met the expectations of the
company. This kind of thinking must be eradicated when it comes to coaching. Instead, the
coaching program must be seen as an opportunity to grow and improve more on ones potentials
and capabilities.
One way to build a successful coaching program is to conduct effective coaching sessions.
Following the coaching best practices that have been demonstrated by the organization also
makes the coaching process effective.

12.1 Elements of an Effective Coaching Session

The quality of the coaching session depends heavily on how well the coach is prepared for the
session and how the delivery is made. The following elements constitute a good and effective
coaching session:
1. Identifying the purpose of coaching
Coaches have to make sure that the trainee understands the reason of the coaching sessions.
Their minds need to be conditioned on the idea that the reason is their personal and professional
development.
2. Establishing clear ground rules and goals in coaching
Before starting the coaching sessions, the coach must discuss the rules as well as the goals to
attain by the end of the sessions. These ground rules will create a smooth and harmonious
coaching relationship between the coach and the learner. The goals provide determination and
direction for the coach and the learner to strive to achieve progress after coaching is finished.
3. Keeping focused
The coach has to guide the individual to a step-by-step process of coaching and must maintain
the focus on the core needs of the person.
4. Avoiding one-way communication
Coaching involves a discussion about different topics and generally a lot of conversation
between the coach and the learner. The coach must see that there is interaction during coaching.
The learner must be given chance to express himself and open up. This way the coach can gather
information needed to target the persons areas for improvement.
5. Communicating in a clear and simple manner
The coach should communicate with the learner on an easily understandable level.
6. Being open to new ideas and possible changes.
The trainee must manifest an open mind and embrace new ideas and approaches especially if the
new learning concepts are beneficial for his career growth.

12.1 Applying Coaching Best Practices

Another way to conduct effective coaching is to implement the best practices in the coaching
process. These best practices are proven to be effective because these were developed and
modified based on years of knowledge and experience of professional coaches. These are
carefully chosen and identified strategies, techniques and processes that generate satisfactory
results in the coaching sessions. Best practices are first-hand experiences, which are gathered and
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Training manual for Coaching and Mentoring skills

formed since the coaching program is established in an organization. Over time, these best
practices can be modified and amended according to the needs and the learning abilities of the
individuals.

12.2 Factors of Quality Coaching

Coaching is best conducted and delivered with the following factors:
One-on-one
Most of the time, coaching is an activity between only two individuals the coach and the
trainee. But there is also team coaching and peer coaching. Compared to a group coaching, oneon-one coaching works because it focuses on the individual alone.
Goal-oriented
Clear coaching goals increase the level of motivation for the trainee to develop oneself.
Limited in scope and time
Coaching sessions must be scheduled, but should not be conducted to the same individual
repeatedly and must not take long hours as well. An evaluation of the persons performance
progress must be done first.
Conversational
A good coaching session involves a healthy exchange of conversation between the coach and the
trainee.
Idea-focused
Although coaching is geared towards personal and professional development, the sessions must
highlight more the professional aspect and the work performance of the person.

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Training manual for Coaching and Mentoring skills

12.3 About Different Coaching and Mentoring Styles

Coaching and mentoring can be conducted creatively using different coaching and mentoring
styles. Yet, this does not mean that the coach or mentor can mess up the processes for both
activities. The coaching and mentoring process remains to be structured and procedural. The
styles to be used in these programs depend on the coach and mentor. The important thing to
consider when adapting a certain style is that it should be suited and easily grasped by the
learner.
Coaches and mentors must keep in mind that people have various learning styles. Some of them
are visual learners and get a good grasp of knowledge and information on the things they see.
Others are dependent on what they hear, so they are auditory learners. Given this, coaches should
design their own coaching styles and this is also applicable in mentoring.
There are no definite coaching and mentoring styles. This article will present the generally
accepted styles based on theory and application.

12.4 Impact of Coaching and Mentoring Styles

A coach and mentor must make an important choice about what kind of approach to use when
conducting coaching and mentoring sessions. These styles and approaches are necessary in
identifying the following:
How to deliver the teaching of skills and strategies
How to present the materials, tools and resources, as well as the drills and activities
How to condition the mindset of the learners
How to implement the coaching or mentoring process in a smooth manner
How to effectively conduct coaching and mentoring sessions

13. Different Styles Of Coaching

13.1Primary Coaching Styles
Coaching styles may be varied and unique depending on the selected approach of the coach.
These coaching styles are classified into three basic approaches: directive, cooperative and
casual.

13.2 Directive Coaching Style

In this kind of coaching approach, the coach is considered the master of the session. As such,
the giving of instructions, decision-making, action plans, and many other things are primarily
done by the coach. The learner simply follows what the coach instructs and adheres to the
solution provided. Even the feedback is given in a manner of giving instructions, telling the
trainee what to do and what not to do. In this style, the structure of the coaching process is
inflexible. Another term for directive coaching is autocratic style.
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Training manual for Coaching and Mentoring skills

13.3 Cooperative Coaching Style

As the term itself shows, this coaching style involves the participation of the individuals in
coaching. The coach presents the coaching materials and activities amenable to the learner and
injects a part of the problem solving. Decision-making is shared but under the guidance of the
coach. The structure of coaching is flexible meaning that the strategies and techniques will be
designed according to the needs and level of grasp of the trainee. In this style, the learning
process is shared between the coach and the trainee.

13.4 Casual Coaching Style

Casual coaching style is more like an informal approach of coaching, as there are no goals set
and there is no clear designation of roles and responsibilities. The learner makes the decisions.
The communication style is more of listening. The coaching process lacks a good structure; the
coach can go casual when dealing with the learner.

14. Two Basic Elements of a Mentoring Style

The approaches that can be used in mentoring may not be as defined as that of coaching because
mentoring is about building a relationship between the mentor and the mentee. Unless the
organization decides to create a formal mentoring program, the mentors may need to lean toward
certain mentoring styles.
When selecting a specific approach in mentoring, two fundamental elements must be taken into
consideration by the mentors. The mentoring sessions have to strike balance and flexibility.
Balance in mentoring is demonstrated by addressing the personal aspect and professional needs
of the mentee. Moreover, the mentor can also incorporate a task-oriented and a relationshiporiented approach in mentoring.
Flexibility in mentoring is the ability of the mentor to adjust and modify oneself to natural
responses depending on the situation. A mentoring style that can hardly be changed or modified
to suit the needs of the mentee is considered as rigid and is not a productive mentoring
approach.

15. Coaching Tools and Techniques Defined

The terms coaching tools and coaching techniques tend to be interchangeably used in
context. Yet, these two terms have separate definitions. Coaching tools refer to the materials and
instruments used during the coaching sessions. Examples of the common tools used in coaching
are needs assessment, evaluation materials, interview tools, performance feedback tools,
coaching drills and simulations, and other similar resources necessary for coaching.
On the other hand, coaching techniques pertain to the methods or approaches in applying and
using the coaching tools. It is the art of implementing or using a tool. In order to ascertain a
productive coaching outcome, the effectiveness of use of these coaching tools and techniques has
to be evaluated. Coaches should be particular and selective in choosing only the best and most
reliable coaching tools and techniques.
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Training manual for Coaching and Mentoring skills

15.1 Coaching Tool: The GROW Model

A popularly used coaching tool that has been around for years now is the GROW model
introduced by John Whitmore. This instrument is widely used and applied by many organizations
and companies worldwide. The acronym GROW stands for the following:
G Goal
Setting the goals and aims of the trainee
R Reality
Assessing the current reality or the situation of the trainee before choosing a coaching style
and deciding what techniques to use
O Options
Outlining the suitable options or actions plans based on the needs of the trainee
W - Will
The agreed actions and solutions that will be taken by the trainee for the attainment of goals
One important tip to consider when using the GROW model is to match it with the appropriate
coaching techniques in order to promote an increased awareness and responsibility of the issues.
An effective questioning technique may possibly work best along with the use of the model.
However, this coaching tool must only be employed when deemed appropriate to the session.
Moreover, the model should not restrict the coaching sessions to arrive at premature conclusions.
The coach must see to it that all possible options are explored and discussed.
Lastly, an effective coach must not be limited to the use of this coaching tool in every session.
He can use other tools and techniques for that matter. In order to make the process even more
efficient, the coach must explore other approaches in coaching..

16. Coaching Strategies and Tactics

In any type of coaching, the use of strategies and techniques makes the coaching sessions easier
to conduct. Here are three fundamental strategies and tactics that coaches can apply:
a. Build an atmosphere of involvement and ownership
Make use of applicable knowledge, necessary tools and resources
Share the coaching goals and objectives and make the trainee understand the current situation
Establish clear standards and gauge for progress and coaching results
Recognize progress in performance and positive changes after coaching
b. Provide challenging role, tasks and responsibilities
Evaluate the skills and abilities of the trainee
Create tasks that commensurate with their abilities
Set expectations and provide clear directions
Trust the trainees ability to complete the task
Acknowledge efforts and results
c. Provide ongoing coaching
Constructive feedback should be given every time after coaching
Document coaching sessions and performance trends of trainees
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Training manual for Coaching and Mentoring skills

Utilize applicable tools and resources
Demonstrate effective listening and give of feedback

17. Methods to Coach Inexperienced Learners

Coaching becomes an essential program in the workplace when there are issues and
inconsistencies in the overall productivity of the company as well as employee relationships. In
common situations, coaching will be conducted to any of the following:

Coaching inexperienced learners in order to help them develop skills and improve
performance

Coaching experienced learners who lack the motivation and willingness to improve work
performance
There are employees who do not have first-hand experience of the task but have the competence
to perform it. Others are task-experienced but lack the necessary skills to perform the task. Yet,
there are also employees who are both inexperienced and unskilled. These individuals can be
helped with dedicated coaching. The company should not see them as a liability and a hindrance
to company goals.
In the first place, manpower is not easy to produce, not to mention the time and effort invested
by the recruitment team in searching, hiring, and training their people.
Coaching inexperienced learners and even those who lack the needed skills is not a problem as
long as these individuals have the willingness and commitment to improve their performance and
learn new things applicable to their job. However, it is a problem if they are uncooperative and
apprehensive about being coached. So a coach must make a point out of conditioning the
employees first by setting expectations and stressing the benefits that they will gain from the
coaching sessions.

Notes
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---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------18. Provide Constructive Feedback

Giving feedback is a very critical aspect of the
coaching process. The learners must know the
comments and remarks of the coach on their
performance during coaching sessions. Inexperienced
learners may probably be eager to know how they are
doing while experienced employees may ask how
else they can improve. Feedback provides trainees
with opinions and information about how others view
their behavior or performance. Effective feedback is
both positive and constructive in manner. It must not
be a myriad of negative comments and heavy
criticisms. With a positive and constructive feedback,
learners feel motivated. When their efforts are recognized, they are encouraged to improve even
more. One technique to use in giving feedback is the sandwich method which starts with
providing a compliment or a positive comment, followed by stressing the areas for improvement,
and wrapped up by an encouraging or positive remark.
Coaches have to demonstrate their skills in giving effective feedback. The following are helpful
feedback-giving tips:

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
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Training manual for Coaching and Mentoring skills

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.

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.

19. What are the Challenges of Team Coaching?

Organizational teams work as instruments of success in achieving organizational goals. Teams
are created to produce outstanding results that cannot be achieved by individual effort alone. Yet
in teams there are challenges brought about by various factors. The quality of team performance
can be an issue in reaching those goals. So companies have to take action in building better and
more empowered teams.
A team-coaching program is an effective means to optimize productivity and relationship
between the members of a team. Coaching sessions in the organization may be conducted
basically in two approaches individual and group setting. Since the article focuses on the
corporate setting, team coaching is the most appropriate term to use. As opposed to group
coaching, team coaching involves employees belonging to a team who are endorsed by the team
leader or a team manager for specific purposes of developing the team members and enhancing
performance. The sessions may take the form of workshops, training, or seminar in the
workplace.

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Training manual for Coaching and Mentoring skills

Various organizational teams can go through
coaching and benefit from it. Examples of these
teams are the following:

Executive Teams (composed of senior

level officers)
Sales Team
Project Teams
Training Team
Human Resource

20. Team Coaching Process

Conducting coaching sessions to teams requires
a structured process, just the way it is with one-on-one coaching. The process in just about any
type of coaching is similar. Here is a simple procedural method of team coaching:
1. Discovery
The discovery process is the initial phase wherein discussions between the coach and the team
leader takes place to make sure that the coaching outcomes meet the organizational needs. It
involves setting of clear expectations and identifying whether the team is qualified for coaching.
2. Initial Team Needs Assessment
The needs assessment can be in the form of a diagnostic conducted by the coach. The results are
used to design coaching strategies and techniques suitable to the needs of the team.
3. Team Coaching and Training
After the needs were identified and coaching process has been laid out, the coach can start
conducting the coaching. For a productive learning approach, the session may be a training or
workshop.
4. Ongoing Team Coaching
To ensure consistency in team productivity and a more solid relationship within a team, teamcoaching sessions may be scheduled on a regular basis.
5. Progress Evaluation
Coaching sessions always end with a monitoring of progress. A final assessment may be done to
gauge improvement in a team.

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Training manual for Coaching and Mentoring skills

20.1 Role and Skills of the Team Coach

The team coach plays a vital role in the effectiveness
of team-coaching. This individual is a seasoned
coaching expert usually outsourced by the company to
facilitate the session.
The key roles of the team coach are:

Defining the coaching purpose and priorities

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

Developing the systems, skills and knowledge to

internalize coaching

20.2 What are the necessary skills of a team coach?

Advanced coaching skills

Good knowledge on organization team setting
Business acumen and management expertise
Strong intuition abilities
Flexible thinking
Ability to create team dynamics

20.3 Team Coaching versus Individual Coaching

Either of the two coaching approaches can be used by the company to develop its people.
However, research and observations from many companies proved that individual or one-on-one
coaching is a more effective coaching style than team coaching. It is a challenge for coaching
professionals to make team-coaching programs more valuable and feasible. The ultimate
advantage of one-on-one coaching is the focused attention on the needs of the individual to
address performance gaps and skill deficiencies. On the other hand, team-coaching is more of a
shared learning process among team members. It is possible that not all members will be able to
get a good grasp of the subject matter due to differences in the learning styles of individuals. A
good strategy to overcome this challenge is to enforce every team members participation in all
the activities and drills during coaching sessions.

21. Coaching & Mentoring In India

Coaching and Mentoring is an age old tradition in India and dates back to the times of the
Mahabharata and Ramayana. Guru Dronacharya in the Mahabharata or Lord Krishna in the
Geeta are the two most renowned mentors known to us whose insights are learnt, applied and
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Training manual for Coaching and Mentoring skills

motivating us even today. In the modern world, Tiger Woods, Sachin Tendulkar and other highly
accomplished personalities have reached pinnacles of success by working under the tutelage of
Mentor Coaches. That is the power of a Mentor or Guru. The Guru essentially removes the
darkness in the mind of the disciple and puts him on the enlightened path. While the Coach
essentially helps through a collaborative and co-creative process, the Mentor brings his/her own
insights to the discussion and helps the disciple move ahead at a more focused, faster pace. As a
Mentor n Coach for the past 25years on and off and the past 9 years dedicatedly, I firmly believe
that having a Mentor Coach helps you push your boundaries, move from Goal Setting to Goal
Getting and achieve anything you set out to do. This is especially true in todays emerging HRM
processes where Employee Talent Management plays a crucial part. It is equally true for Indian
Entrepreneurs who need and benefit from having a Personal Coach who helps them scale to
looking at their companies as Big Business from being Self-employed in Mind and Perspective.
HR Managers and Top Executives MUST focus on this highly important facet of their
responsibility as Executive Coaching can work wonders on shining Diamonds hidden under the
coals of average performers and thereby help organizations move towards sustainable growth
and contributing to the entire persona of the individual as well.

22. Coaching & Mentoring Questionnaire

Instructions :For each statement, indicate the degree to which you believe you use the skill or
behaviour by circling the appropriate number on the scale. That is, if you believe the description
is very characteristic of your own behaviour, circle 5; if it is very uncharacteristic of your
behaviour, circle the 1; if your assessment lies somewhere between the extremes, circle the 2, 3
or 4, as appropriate.
5
Very
Characteristic

4
Moderately
Characteristic

3
Somewhat
Characteristic

2
Moderately
Uncharacteristic

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.

1
Very
Uncharacteristic
5

3.

I make it easy for them to be candid with me.

4.
5.

I make it easy for them to acknowledge that they lack knowledge.

I make it easy for them to inform me about problems.

5
5

4
4

3
3

2
2

1
1

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.

5
5

4
4

3
3

2
2

1
1

8.

I show sensitivity to their feelings.

9.

I emphasize solving problems rather than blaming people.

10.

I encourage mutual, two-way communication.

1
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Training manual for Coaching and Mentoring skills

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.

I help them identify problems accurately for themselves.

14.

I help them find their own solutions to their problems.

15.

16.

I help them gain a deeper understanding of their own feelings

about the problems.
I help them gain new insights into the problems.

17.
18.

I stimulate them to explore alternative solutions to the problems.

I help them take responsibility for solving their own problems.

5
5

4
4

3
3

2
2

1
1

5
5
5

4
4
4

3
3
3

2
2
2

1
1
1

5
5
5
5

4
4
4
4

3
3
3
3

2
2
2
2

1
1
1
1

19.

I help structure the conversation so that it develops in a logical

way.
20.
I serve as a resource for new ideas.
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

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Training manual for Coaching and Mentoring skills

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.

5
5
5

4
4
4

3
3
3

2
2
2

1
1
1

5
5
5

4
4
4

3
3
3

2
2
2

1
1
1

5
5

4
4

3
3

2
2

1
1

49.

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.
I gain commitment from them for continuous improvement in
performance.
I confront performance problems in a way that maintains a positive
relationship between me and them.
I am concrete and specific in talking about performance problems.
I emphasize improvement in the future rather than failure in the
past.
I help them find their own best ways to improve their performance.

50.

I develop concrete strategies for solving performance problems.

42.
43.
44.
45.
46.
47.
48.

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.

Low

Med

High

In relationships with
subordinates and coworkers

0-5

10-15

15-25

In conversations with
subordinates or co-workers

0-5

10-15

15-25

0-20

20-35

35-50

0-4

4-10

10-20

Skill

Discussing problems of
subordinates or co-workers
with them
I initiate conversations
with subordinates or coworkers

Your
totals

Scoring
Low Med High

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5

In conversations with
subordinates or co-workers

0-30

30-60

60-80

In discussing performance
with subordinates or coworkers

0-20

20-35

35-50

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
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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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