2.1 - Critically explore the knowledge, skills, and behaviour of an effective coach or mentor
Eight Coaching/Mentoring Competence Categories
1. Understanding Self
Demonstrate awareness of own values, beliefs and behaviours, recognises how these affect their practice and uses this self-awareness to manage their effectiveness in meeting the client’s, and where relevant, the sponsor’s objectives
2. Commitment to Self-Development
Explore and improve the standard of their practice and maintain the reputation of the profession
3. Managing the Contract
Establish and maintains the expectations and boundaries of the coaching/mentoring contract with the client and, where appropriate, with sponsors.
4. Building the Relationship
Skillfully builds and maintains an effective relationship with the client, and where appropriate, with the sponsor.
5. Enabling Insight and Learning
Work with the client and sponsor to bring about insight and learning
6. Outcome and Action Orientation
Demonstrate approach, and use the skills, in supporting the client to make desired changes
7. Use of Models and Techniques
Apply models and tools, techniques and ideas beyond the core communication skills in order to bring about insight and learning
Gather information on the effectiveness of their practice and contributes to establishing a culture of evaluation of outcomes
Skills required to support a coachee or mentee:
ways to put the coachee/mentee at ease including considerations of:
how to help establish priorities;
enabling selection of effective options to meet goals;
exploring with coachee/mentee any difficulties in achieving the action plan; reaching agreement for implementation to commence;
systems for recording summaries,
agreements and interactions;
enabling coachee/mentee to reflect on chosen options;
providing support for the coachee/mentee in implementing the action plan if appropriate;
encouraging reflection on options and goals
The skills of an effective coach/mentor
A good coach/mentor needs to be a skilled one-to-one facilitator, with the ability to manage the process and provide a set of frameworks that will enable the individual to reach a clear plan of action.
The framework above shows the different styles of intervention we make with other people. The pure coaching skills are at the right side of the continuum, allowing the individual to take control of the dialogue and come up with his/her own way forward. Most of us have years of practice of telling others what to do; we need far more practice in asking people what they think they could do.
What makes a good coach/mentor?
In addition, there are several things that differentiate excellent coaches from average coaches. Excellent coaches/mentors can be recognised for their ABC skills:
2. Build rapport
1. Approachable – Great coaches/mentors have an uncanny ability to make people feel comfortable talking to them. They are genuinely interested in other people’s views and are able to switch off the ‘judgement button’ when working with an individual. They make time for people and recognise when people want to talk something through. Good coaching/mentoring can take either two minutes or two hours. Effective coaches/mentors can tell what is needed and make the appropriate time for it.
2. Build rapport – Excellent coaches/mentors listen carefully for what is said and also for what is not said. They pick up on the unspoken word as much as the verbal dialogue, reading cues in body language and eye contact. They use authentic mirroring techniques. They build rapport by active listening and they are not afraid of silence, recognising the value of reflection and thinking time. Most importantly, they work at the pace of the individual, matching the individual’s own speed of thought, reflection and decision-making.
3. Challenge for results – Coaches/mentors challenge people to think out of the box and jump out of their comfort zones. They may do this by asking deep, thought- provoking questions that address the real issues and barriers, which get in the way of people making a change in their behaviour, or by offering other expreineces that may shift the thinking (mentors). ‘Challenging’ does not mean ‘aggressive’ or ‘abrasive’. Challenging questions are direct questions that do not skirt around the issue. Good coaches/mentors spend time looking at the barriers that people will face when trying to make changes and help the individual realise the obstacles, in order to find ways to overcome them.
Coaches/mentors deliver results.
As coaches this does not mean that they have to find the answers themselves. They deliver results by clarifying the end goal that a person is working towards and helping the individual to develop a clear action plan that will enable him/her to reach that goal.
As mentors this may be through advice, sugestions and experience.
Both build in review sessions, if needed, to check progress and work with the individual to remove any blockers or obstacles. Coaches/mentors want to see a change in behaviour, not just have a cosy chat that makes someone feel better in the short term but does not result in improved performance.
1.1 - Context, definition and difference
1.2 - Barriers to using coaching
1.3 - The case for coaching
2.1 - Knowledge, skills and behaviour
2.2 - Effective communication
2.3 - Responsibilities to manage relationships
3.1 - Review a model or process
3.2 - Rationale for contracting
3.3 - Exploring expectations and boundaries
3.4 - Rationale for supervision
4.1 - Review elements required for integrated coaching
4.2 - Analyse how benefits evaluated