Mentoring and Coaching

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Mentoring and Coaching

• University of Wolverhampton

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Aims of the session

• For participants to
• gain knowledge and skills in coaching
• explore models of coaching
• to enable sustainable quality improvement
  within Skills for Life provision.

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Objectives

• By the end of the session participants will
  have
• recognised the difference between coaching and
  mentoring
• linked coaching and mentoring to the
  sustainability of quality improvement within
  Skills for Life provision
• explored the benefits of coaching and mentoring
  in organisations contd

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Objectives contd

• practised advocating a coaching approach in
  organisations
• set out a whole organisation coaching model
• identified some of the issues in the use of
  coaching in an organisation
• recognised own preferred style, strengths and
  areas for improvement as a coach and mentor
• identified resources to further develop as a
  coach and mentor

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Potential facilitator roles

• Advocate
• Technical specialist
• Trainer
• Coach
• Collaborator
• Mentor

• Fact finder
• Process specialist
• Reflector
• Peer coach
• Alternative identifier

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The continuum of facilitator roles

• Directive Non-directive

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The coach

• A coach is trying to direct a person to an end
  result the person may choose how to get there,
  but the coach is strategically assessing and
  monitoring the progress and giving advice for
  effectiveness and efficiency.

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The mentor

• The mentor is like a sounding board. A mentor
  can give advice but the protégé is free to pick
  and choose what he or she does. The context does
  not have specific performance objectives.

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Coaching

• Coaching relates primarily to performance
  improvement in a specific skills area. The goals
  are typically set with or at the suggestion of
  the coach. While the learner has primary
  ownership of the goal, the coach has primary
  ownership of the process.
• Megginson and Clutterbuck (2004)

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Mentoring

• Mentoring relates primarily to the
  identification and nurturing of potential for the
  whole person. It can be a long-term relationship
  where the goals may change but are always set by
  the learner. The learner owns both the goals and
  the process.
• Megginson and Clutterbuck (2004)

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Mentoring vs. Coaching

• Mentoring is biased in your favour.
• Coaching is impartial, focused on improvement in
  behaviour.Adapted from Starcevich (2004)

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Activity 2 (a)

• In small groups, using the flipchart paper
  provided
• Group one list what is required from a mentor
  to aid sustainability
• Group two list what is required from a coach to
  aid sustainability

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Activity 2 (b) Meeting the expectations of the
provider

• Group one list the attributes required by a
  mentor to meet the requirements of the provider
• Group two list the attributes required by a
  coach to meet the requirements of the provider
• Compare the lists.

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Why use a coaching scheme in a provider
organisation?

• It will improve
• staff performance
• staff motivation and retention
• student motivation and achievement.
• It appears there are greater improvements if
  coaching is linked to other forms of staff
  development.

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Table of Training Effectiveness
.
Knowledge mastery
Training stages Skill acquisition
Classroom application
Training steps
Theory (Lecture) Demonstration
Practice Coaching
Middle/High
Low
Very Low
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Table of training effectiveness
.
Knowledge mastery
Training stages Skill acquisition
Classroom application
Training steps
Theory (Lecture) Demonstration
Practice Coaching
Middle/High
Low
Very Low
Low/Middle
High
Very Low
High
High
Very Low
High
High
High
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Table of training effectiveness
.
Knowledge mastery
Training stages Skill acquisition
Classroom application
Training steps
Theory (Lecture) Demonstration
Practice Coaching
10
5
0
30
20
0
60
60
5
95
95
95
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The Annenberg Institute (2004) has found that

• effective coaching encourages collaborative,
  reflective practice
• effective embedded professional learning
  promotes positive cultural change
• a focus on content encourages the use of data
  analysis to inform practice
• coaching promotes the implementation of
  learning and reciprocal accountability
• coaching supports collective, interconnected
  leadership across an institutions system.

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CIPD (2005) asked employers about the benefits of
coaching
 
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Activity 3

• How would you engage a provider with the idea of
  coaching and mentoring?
• In small groups list the key points you would
  make.
• Are there any aspects of coaching/mentoring where
  you do not have enough information or evidence to
  support your key points?

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Types of coaching

• Technical coaching typically used to transfer
  new practices into a teachers regular
  performance
• Collegial coaching used to develop colleagues
  as reflective practitioners
• Peer coaching two colleagues working together
  to improve their professional knowledge and
  skills contd

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Types of coaching contd

• Collaborative coaching two colleagues agree to
  work together on a specific issue
• Cognitive coaching is a process during which
  teachers explore the thinking behind their
  practices

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The mentoring process

• Dreyfus and Dreyfus (1986) described five stages
  in the acquisition of the knowledge of practice
  of mentoring
• Stage 1 Novice
• Stage 2 Advanced beginner
• Stage 3 Competence
• Stage 4 Proficiency
• Stage 5 Expertise

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The attributes of a coach

• For coaching to be effective, it must
• offer a high level of content knowledge
• take into account the context in which learning
  is taking place
• address the goals of the organisation and their
  learners,
• involve individual teachers in determining the
  direction their learning is to go.
• (Joyce, Murphy, Showers, Murphy, 1989).

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Attributes of a coach

• In summary, a... coachs strengths should fall
  into three areas
• knowledge
• skills
• personal characteristics.

(Joyce, Murphy, Showers Murphy, 1989)
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Preferred style of working

• Enthusiastic tend to rush in, operate on a
  trial and error basis, adapt well to new
  situations and wear your heart on your sleeve
• Imaginative have a clear picture of the
  situation, are usually unhurried, friendly, avoid
  conflict and are good listeners
• Practical enjoy solving problems, tend to use
  facts, test out new situations and assess the
  results
• Logical precise, thorough, organised and like
  to follow a plan. They also learn from their own
  experience.

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Coaching Scale

• Sociability
• Dominance
• Openness
• How did you do? Do you recognise yourself?

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Four basic styles of helping
Directive
Stretching
Nurturing
Non-Directive
Clutterbuck, D. (2001) Everyone needs a mentor
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Active Listening

• It is focused
• It is purposeful
• It allows full attention to be given to the
  speaker
• Adequate time has been allocated
• It is an opportunity for sharing
• Interruptions are avoided

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Questioning

• Open questions
• Closed questions
• Elaboration questions
• Leading questions
• Multiple questions

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Body language and environments

• Eye contact
• Non-verbal prompts
• Appropriate setting

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Question?

• If mentoring and coaching is so successful how
  might you use them as a sustainable improvement
  in your provider organisation ?

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The GROW Model

• G Goal for the session
• R Reality of the contextual issues surrounding
  the topic
• O Options for a way forward with the topic
• W Wrap up the session with agreement about the
  next steps
• (Downey, 2001)

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Setting up a coaching or mentoring programme

• Develop yourself first. Know your limits.
• Set up mentoring and coaching schemes, both
  formal and informal.
• Equip colleagues with the skills of
  mentoring/coaching.

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The Standards Unit model for CPD
Explain the theory Show an
example of good practice
Teacher/trainer/tutor practices the new
approach No measurable impact on
classroom practice
Teacher/trainer /tutor receives feedback on their
practice
Teacher/trainer/tutor receives coaching
Large measurable impact on
classroom practice
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Where do we go from here ?

• Regional specific development
• Further mentoring and coaching session to further
  develop quality processes and skills
• Accreditation opportunities