Coaching and Mentoring

Coaching and Mentoring

These definitions indicate some overlap and some differences between Mentoring and Coaching. Mentoring is often seen as a longer term process, for example offering support during a career change such as induction or becoming a senior manager.

Mentoring

Mentoring is usually concerned with supporting practitioners whilst they make a significant career transition. Mentoring in intended to be supportive of the individual and occurs at need. Here the emphasis is on ready and confidential access to a critical friend who can be used as a sounding board and who offers a free form of advice.

Coaching

Coaching is normally used to support the process of reviewing established or emerging practices. It is focused on innovation, change or specific skills. Coaching is conceived as a more structured learning process aimed at explicit professional development in an agreed area of performance.

Activities involved in mentoring and coaching and their overlap

The learner (the personal dimension)

If writers are more aware of their own writing processes and what helps and hinders their writing then they are more likely both to become more confident writers and are able to support others in their writing too. The same principles apply to leaders and managers. The Mentor/Coach needs to be aware of the ways in which Mentees/Coachees can focus on themselves as learners.

The learning (the transformational dimension)

In Mentoring and Coaching transformation or change comes about through the learning conversation. The conversation enables the process of Mentoring/Coaching in which there needs to be an explicit focus on learning. Dennison and Kirks cycle of learning (1990) is useful for this purpose. This model can be applied to developing leaders and managers ie: understanding themselves before understanding others!

What Mentoring and Coaching is not

Mentoring and Coaching is not counseling although some counseling skills may be used by the Mentor/Coach. Learning conversations do not focus on personal problems.

Neither is the learning conversation therapy although the outcome of the conversation may leave the person feeling up-lifted and may feel their emotions have changed. But learning is always the focus.

Competency Modeling

Competency

It is derived from the Latin word Competere, which means to be suitable. The concept was originally developed in Psychology denoting Individuals ability to respond to demand placed on them by the environment. Any underlying characteristic required performing a given task, activity, or role successfully can be considered as competency.
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Competencies defined

A collection of characteristics (i.e. skills, knowledge and self-concept, traits, behaviour, motivation, etc.), that enables us to successfully complete a given task.

Skills

Knowledge

Self-concept (Attitude)

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Iceberg Model of Competencies

Skills = a learned ability Knowledge = acquiring information in a particular field

Self-Image = attitudes and values Traits = why and how we behave a certain way Motives = what drives us, i.e., the need to seek achievement, power/influence, affliliation

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Competencies in the Corporate World

Communication without offending others Critical Thinking Seeing the Big picture Ethics / Social Responsibility Ethical behaviour Information Technology creativity optimization Interpersonal Diversity Being non-judgmental Leadership Managing Change Self-managed Learning self motivated Teamwork collaboration & impact of self Technical know-how

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Emotional Competency Framework

Personal Competence
Self Awareness: Knowledge of ones selfconcept and values Self Regulation: Management of ones impulses and emotions
Motivation: Self-guidance and direction

Social Competence
Empathy: Awareness of others feelings and emotions Social Skills: Adeptness at inducing desired responses in others

* from Working With Emotional Intelligence, by Daniel Goleman

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Competency Classification
Individual Social
Behavioural Leadership Generic competencies

Organisation
Organisational Cultural

Technical

Functional / operational Core competencies knowledge Corporate competencies Skill knowledge Distinctive competencies Threshold competencies

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Why use competencies

Competencies

help individuals and organisations to improve their performance and deliver results can be quantified and communicated can be taught, learned, measured and monitored

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Benefits of competency-modeling

Integrates fragmented management and practices Links individual or group performance to strategic direction Helps develop high value activities for the organisation Focusing on what people do, not what they are Leads to organisational flexibility and stability Leads to competitive advantage Is participatory and involving Is objective; therefore, can be geared to possible change in business future and to ensure relevance
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Benefits of competency-modeling HR Delivery

Matching of Individuals and Jobs Employee Selection Training and Development Professional and Personal Development Performance Measurement Succession Planning

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Who Identifies competencies?

Competencies can be identified by one of more of the following category of people: Experts HR Specialists Job analysts Psychologists Industrial Engineers etc. in consultation with: Line Managers, Current & Past Role holders, Supervising Seniors, Reporting and Reviewing Officers, Internal Customers, Subordinates of the role holders and Other role set members of the role (those who have expectations from the role holder and who interact with him/her).
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What Methodology is used?

The following methods are used in combination for competency mapping: Interviews Group work Task Forces Task Analysis workshops Questionnaire Use of Job descriptions Performance Appraisal Formats etc.
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How are they Identified?

The process of identification is not very complex. One of the methods is given below: 1. Simply ask each person who is currently performing the role to list the tasks to be performed by him one by one, and identify the Knowledge, Attitudes, and Skills required to perform each of these. Consolidate the list. Present it to a role set group or a special task force constituted for that role. Edit and Finalize.
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What Language to Use?

Use Technical language for technical competencies. For example: knowledge of hydraulics. Use business language for business competencies. Example: Knowledge of markets for watch business or Strategic thinking. Use your own language or standard terms for Behavior competencies. Example: Ability to Negotiate, Interpersonal sensitivity, Sales techniques. Too technical and conceptual knowledge align to the organization and people may create more problems than help
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