PART 1 OF 2
COACHING &
MENTORING
Special Topics in HRM
MARY ROSE G. GREGORIO, CHRA
COACHING: “a process that
WHAT IS
COACHING AND enables learning and development
MENTORING? to occur and thus performance to
improve. To be a successful a
Coach requires a knowledge and
understanding of process as well as
the variety of styles, skills and
techniques that are appropriate to
the context in which the coaching
takes place”
MENTORING: “off-line help by one
person to another in making
significant transitions in
knowledge, work or thinking”
COACHING: “Partnering with clients in a
WHAT IS thought-provoking and creative process that
COACHING AND inspires them to maximize their personal and
MENTORING? professional potential.”
MENTORING: “Employee training system
under which a senior or more experienced
individual (the mentor) is assigned to act as an
advisor, counselor, or guide to a junior or
trainee. The mentor is responsible for
providing support to, and feedback on, the
individual in his or her charge.” One note of
clarification: While many organizations offer in-
house mentoring programs, often as part of a
leadership training program, it is common for
mentees to work with mentors outside their
organization.
SELECTING
WHICH BEST
SUITED FOR YOU
The best way to understand how
coaching and mentoring relationships
are structured is to do a side-by-side
comparison…
COACHING vs. MENTORING
TOPIC COACHING MENTORING
Timeframe Relationship is more likely to be short-term Relationship tends to be more long-term
Expertise Coaches are hired for their expertise in a mentors have more seniority and expertise in a
given area, one in which the coachee specific area than mentees.
desires improvement.
Agenda The coaching agenda is co-created by the The mentoring agenda is set by the mentee.
coach and the coachee.
Questioning Asking thought-provoking questions is a top the mentee is more likely to ask more questions.
tool of the coach.
Outcome Outcome from a coaching agreement Outcome from a mentoring relationship can shift
is specific and measurable. and change over time.
COACHING AND MENTORING
AS PERFORMANCE
MANAGEMENT
Most HR professionals agree that it’s
important for employees to have well-
articulated goals to guide their work.
However, goals alone are not enough. They
discovered that providing employees with
mentoring and coaching, in conjunction with
goals, leads to greater employee
accountability and better on-the-job
performance.
OUR SPECIALIZED
OFFERINGS
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“For every hundred men
hacking away at the branches
of a diseased tree, only one
will stoop to inspect the
roots” – Chinese proverb.
Performance = Ability x Motivation
Where:
Ability is the person's aptitude, as well as the training and
resources supplied by the organization.
Motivation is the product of desire and commitment.
Diagnosing Poor Performance
Low ability may be associated with the following:
• Over-difficult tasks.
• Low individual aptitude, skill, and knowledge.
• Evidence of strong effort, despite poor performance.
• Lack of improvement over time.
Enhancing Ability
Low ability may be associated with the following:
1. Resupply. Focus on the resources.
2. Retrain. Provide additional training.
3. Refit. Consider refitting the job to the person.
4. Reassign. Look at reassigning the poor performer.
5. Release. You may need to let the employee go.
Improving Motivation
1. Setting of performance goals. Create a
motivating environment.
2. Provision of performance assistance. help your
team member succeed.
3. Provision of performance feedback. People
need feedback on their efforts.
SALES FORECAST
3 YEAR SALES SUMMARY YR1 YR2 YR3
Annual Income & Gross Profit
Characteristics of a Total Sales
Total Cogs
Net Profit
Successful Coach
Right
Attitude
Communicat
Confidence
ion
Characteristics of a
COACH
successful coach
Seeing the Holding
Whole People
Picture Accountable
Flexibility
The Leader as Coach
Command and Control is no longer IN today!
what succeeded in the past is no longer a guide to what will succeed in
the future.
To cope with this new reality, companies are moving away from traditional
command-and-control practices and toward something very different: a
model in which managers give support and guidance rather than
instructions, and employees learn how to adapt to constantly changing
environments in ways that unleash fresh energy, innovation, and
commitment.
The role of the manager, in short, is becoming that of a coach.
The Coaching Continuum
Coaching Continuum
The “Teaching” Coach.
This type of coach does a lot of “telling”. They have the expertise and they are
trying to pass it on to help the other person achieve something concrete. In
using this style, the coach is typically drawing on his or her experience to pass
on the skills and knowledge the other person needs to achieve an outcome or to
do their job.
The “Learning to learn” Coach.
This type of coach is more interested in asking questions and listening instead
of telling. Rather than hands-on technical experience the “Learning to learn”
Coach often has a broader ‘people empowerment’ expertise which they use.
Coaching Continuum
“on the run” coaching sessions. The conversations you have with
people in the lunchroom, in corridors, even in the car lot can all lead
to potentially effective coaching. Remember the quote from the Mars
organization, “If any conversation lasts longer than 10 seconds it
should be seen as coaching”.
coach to “drop in” on you regularly. This means that you are not
doing all the work in setting up coaching opportunities. In addition,
the person you’re coaching feels that it’s more of a partnership if
they feel they can come to you anytime without being “invited”.
END OF PART 1
TO BE CONTINUED…
