...Foundation Design: Coaching and Mentoring Introduction Organisations are increasingly evolving quicker due to globalisation and advances in industries and technology. These events have made market environments progressively more competitive and have changed the economic climate in which organisations operate. Unfortunately some organisations have had to implement restructures and reductions in workforce to ensure survival. Foundation Design are one of these organisations whose company size has gone from 1,513 employees to 780 employees. During the restructure of the organisation the Chief Executive Officer (CEO) identified that changes were required to its leadership profile and coaching and mentoring programmes. These changes were made to embed new skills and behaviours and support cultural change within the organisation. Why Coaching and Mentoring? Foundation Design are making steps to move towards a learning organisation, one that recognises the benefits in developing its employees, as individuals and teams. Learning is also seen as a step in the facilitation of behavioural change. The ‘Learning organisation’ was developed by Peter Senge (1990) and supported the need for learning and development of workforces, coaching is one way of making these developments. Coaching can support learning which is taking place through Leadership training and can assist in bridging the knowing-doing gap, by encouraging action to be taken. Coaching is ‘the facilitation of...
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...Mentoring and Coaching. Many FE institutions and Initial Teacher Training programmes now include mentoring and coaching support as part of their provision. The purpose of this review is to firstly establish a clear definition of the term mentor and coach, and ask why it might be important to establish a shared understanding of the terms. Secondly, to ascertain why mentoring and coaching has become so popular within further education. Thirdly, to identify how to best implement mentoring and coaching schemes into further educational settings, and finally to develop criteria to critically analyse the mentoring policy and procedures of one further education college and my own practice. Definition. Establishing a clear definition of the term mentor and coach from the literature reviewed is not a simple task; opinions differ depending on the context in which mentoring takes place and the individual perceptions of those involved. Adding to this confusion is the way the literature often uses the terminology of mentoring and coaching interchangeable with little or no agreement on their meaning. (Brockbank and Mcgill, 2006 p8) This may explain why there are so many different approaches to mentoring practice and why the concept of mentoring has altered over time. (Woodd, 1997, p4) One way the literature attempts to distinguish between the terminology of mentoring and coaching is by placing mentoring and coaching at opposite ends of a person/task focused continuum. With coaching...
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...ABSTRACT Introductions The use of coaching and mentoring is on the rise within the workplace. Several organizations have adopted the process of coaching and mentoring as development tools to develop those employees who are seeking future advancement. Also, they are setting the foundation for future leaders. The adaption of these developmental tools within an organization is providing employees with the necessary feedback and support to establish and plan their career. Coaching and mentoring provides an employee with the necessary leadership and management skills they would need to strive up the career ladder within an organization. These processes are both ‘helping’ activities, employed either as distinct interventions or together as part of a package of personal development? Coaching and mentoring are deemed a highly effective way to help employees through talking, sense of direction and guidance, self esteem, efficacy and accomplishment. The differences in the application stages of these processes are naturally reflected in the results. Coaching and Mentoring In my opinion, Coaching and Mentoring are excellent programs for organization to have in place, especially for personal whom are seeking future advancement and want to excel in their careers with the organizations. A recent CIPD (Chartered Institute of Development) surveys have reported that the use of coaching and mentoring as development tool are increasing within organizations. According to those who...
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...Introduction Many companies are now beginning to grasp the significance of mentoring and coaching their employees. Although many entry-level jobs do require a college education and a few years’ experience, it is crucial to provide the necessary tools and training to those employees interested in climbing the corporate ladder into managerial or supervisory positions. Now more than ever, companies are realizing the need to provide leadership advancement opportunities to its employees so as to motivate them, stay competitive and productive, which in turn positively impacts the bottom line of the business. Mentoring and coaching programs are now habitually used in many organizations to improve leadership qualities (Watt, 2004). Problem Organizations today still have to deal with the burden of their workers making costly mistakes due to the fact that they are not well equipped to handle some situations. If for instance the employees of the company happen to fall behind schedule on a certain project or if their current skill-level is not adequate enough to deal with a change that is required by a client or account that the business is servicing, then the company will most likely either waste a good opportunity or suffer a great loss. Cause Many employees entering the workforce, even successful college graduates, have not had the time and opportunity to develop the necessary skills required to effectively manage and work in a professional environment. Through job training the employees...
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...The following report aims to look at methods to be employed whilst coaching a team through a very unsettling period of their working lives. The background to the scenario is that the Property Finance Unit (PFU), a team within the County Architects department of Hampshire County Council, are currently working on an old accounts system which will no longer be supported as the rest of the Council has moved over to a SAP based system. The PFU consists of 6 members of staff. The team leader (myself) and 5 other members of staff responsible for the payment of bills to County Architects Suppliers & Contractors. The 5 members of staff have been working on the old system for at least 5 years each and are very much set in their ways. They know the current system inside out but have had very little computer training of any other sort of system and are worried that the new system is the first step towards replacing them. The ideal outcome of the coaching will be that each member of the team will have a full understanding of the new accounts system, plus appreciate the role that each of them plays in delivering the service. To achieve this, each member of the team will have to carry out a quite vigorous training session between now and when the system goes live, coupled with a change to their existing working practises as their new roles will also involve some training and support. To assist me in developing the coaching that will need to be involved, I discussed a ‘GROW’ model with each...
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...Week Eight Assignment Tracey Petersen MAOL 545 June 2015 Mentoring is the “in” thing (Colley, 2000). It has become highly popular in professional settings in the last decade. According to The Center for Creative Leadership, “77 % of U.S. companies have implemented formal mentoring programs (Karasik, 2010). In the current global professional climate, it seems that our employees and team members are our greatest assets (www.mentoringtalent.com). Mentoring programs can enable team members to reach their fullest potential. Traditionally, the concept of mentoring has been informal; formalizing it in an organizational setting has its challenges, but also rewards. There have been many attempts at defining the concept of mentoring, but for Nathalie Gehrke, author of “Towards a Definition of Mentoring”, none seem to fully embrace the essence of the concept. Gehrke started out with this initial definition: “A mentor acts as a coach, much like in athletics, advising and teaching the political nuts and bolts, giving feedback and rehearsing strategies” (Gehrke, 1990, p.190) .The best way to define a mentor is to experience the mentor/protégé relationship The relationship with the mentor inspires employees to seek new questions, not answers. Loading...The greatest gift a mentor can do for a protégé is offer a “new and whole way of seeing things” (Gehrke, 1990, p.192). Mentoring is a fluid and ever changing concept. There are no rules to define it. The insights, knowledge and services...
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...aim of this essay is to evaluate my mentoring experiences. It will also discuss skills that I have developed and how that has impacted on my professional development. I intend to provide an action plan for my development of knowledge and skills as a mentor. I have worked within a large primary school for ten years and probably for about the last five years have been mentoring more inexperienced teachers in an informal capacity. Murray (2001) in www.ttrb.ac.uk website defines this kind of mentoring as: “The deliberate pairing of a more skilled or experienced person with someone with less skill or experience with a mutually agreed goal of having the less skilled person grow and develop specific competences.” (pg Xiii) I have enjoyed this kind of informal mentoring and have gained much from working with different colleagues, as each NQT brings something different as part of their personality and experiences. More recently and more formally I have mentored a final placement PGCE student and this academic school year, who I am basing this portfolio on, an NQT student and a first year PGCE student. Both of which have been totally different mentoring and coaching experiences especially with mentees being at different stages of their career. A number of writers/researchers hold the debate over the definition of coaching and mentoring. With the NQT student I feel I have taken on more of a coaching role for example Whitmore (1995)...
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...Factsheets > Coaching and mentoring Coaching and mentoring Revised September 2014 Related resources Factsheets Learning methods Induction In this factsheet What are coaching and mentoring? Developing a coaching culture Who delivers coaching in UK organisations? When is coaching the best development intervention? The role of HR and L&D in managing coaching activities CIPD viewpoint Useful contacts Further reading Guides Coaching and buying coaching services Developing resilience: an evidence-based guide for practitioners Survey reports The coaching climate Resourcing and talent planning 2013 Books Everyone Needs a Mentor Designing, Delivering and Evaluating L&D: Essentials for Practice What are coaching and mentoring? Coaching and mentoring are development techniques based on the use of one-to-one discussions to enhance an individual’s skills, knowledge or work performance. It is possible to draw distinctions between coaching and mentoring (as discussed below) although in practice the two terms are often used interchangeably. While the focus of this factsheet is on coaching, much of the analysis presented here is also applicable to mentoring. Training courses Value-added Learning and Development - Short courses - Training - CIPD Using Neuroscience to Develop Your Coaching Practice - Short Courses - Training - CIPD Conference details Social Media in HR Conference Social Media in HR Conference 2013 What is coaching? Coaching targets high performance...
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... Level 3 Coaching and Mentoring Candidate Workbook: Part 1 |[pic] |Unit 3011: Principles, skills and impact of coaching and mentoring | | | | | |Unit 3013: Coaching and mentoring relationships | | | | | |Unit 3014: Coaching and mentoring operational processes | |Name |Sharon Singh | |Department/ Location |Retail - MIT | Table of Contents/ Mapping Matrices Unit 3011 is about the core principles, skills and impact of coaching and mentoring on individuals and teams. |Learning Outcome |Assessment Criteria |Page(s) | |1. Be able to understand the core|1.1 Define coaching and its purpose |5 | |principles of coaching and ...
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...CONTENTS EXECUTIVE SUMMARY INTRODUCTION - Definition of coaching - Definition of mentoring - Application Part A) Identify the process steps need to be taken to assess the learning needs of the organisation * Step 1: Perform needs analysis * Needs Assessments * 1) Organisation Analysis * 2) Task Analysis * 3) Individual Analysis * Step 2: Identify priorities and important * Step 3: Design Phase of training and development * Step 4: Implementation * Summary Part B) Identify and compare the costs and benefits that introducing a coaching system would involve * Cost * Benefits * Benefit 1: Recruitment and retention * Benefit 2: Continue Learning * Benefit 3: Several Skill Acquisition Part C) Identify KPIs that they should expect to achieve through the implementation process Part D) Identify the key stakeholders that will need to be involved in the process and how their support can be built. Part E) Case Study Example – ASDA Recommendations and conclusion EXECUTIVE SUMMARY High performance and contemporary company need to acquire a much broader set of skills if they are to survive in the world of modern business. The pace of change is unpredictable fast, partly driven by the advances in information technology and the pervading influence of globalisation – has become relentless. The complexity of work has increased while career paths have become less obvious due to the flattening...
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...Management Skills Learning Contract Rime El Haddi 1) Skill to be developed To improve my coaching and mentoring skill 2) Assessment of current skills level During my bachelor degree, I was the general event coordinator for almost 4 years for an association that does charity called Hand in Hand Association. We had to organize a yearly fundraising event that was considered to be the biggest event at our university. I had to manage, guide, and mentor 11 committees of 11 coordinators; Therefore, I had to support the coordinator and help them achieve our targeted goal which was to raise an amount of fund by the end of the day of the event. Every year, when the D-day got closer, the coordinator including myself started stressing and panicking, hence as their support, I had to organize some teambuilding activities such as paintballing, hiking, and other activities to help them reduce their stress level and to motivate them stay focused on our targeted goal whatever the obstacles are. Therefore, I can proudly say that at the end of every fundraising event, we were able to raise the amount of money that we had as a goal and sometimes even exceed it. The reason why I chose to work on this interpersonal skill is to help me in my future career because I want to be an HR consultant, and as we all know, a good consultant must master the skill of coaching and mentoring. In a rating out of 10, I would give myself a 5 point in this skill because I believe that I still...
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...CMC 4100: Coaching and Mentoring in the Clinical Setting Module 5: Feedback and Support in Coaching and Mentoring Module 5: Feedback and Support in Coaching and Mentoring An important aspect of coaching and mentoring is the ability to offer effective feedback and support. Again, these are transferrable skills which can be developed to help you facilitate a range of situations. It is also important that you personally receive effective feedback to assist you in your ongoing professional development. Learning objectives On completion of this module, students should be able to: Describe the components of effective feedback; Initiate strategies to obtain feedback on their own performance in the clinical setting; Use effective strategies for giving feedback to others within the coaching/mentoring relationship; Identify an appropriate method for obtaining ongoing support in relation to their own professional development. Overview The overall aim of this unit is to equip students with the skills and understanding necessary to use coaching and mentoring techniques when facilitating professional development in the clinical setting. An integral part of this will be the giving of feedback to learners on aspects of their performance and professional development journey. Additionally, to further develop yourself as a skilled educator, it is important that you utilise skills for obtaining feedback on your own performance. In this unit, we use the term „feedback‟ to describe any communication...
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...Definition Mentoring and coaching can be defined as one of the techniques used to develop individual’s skills and performances for the seek of career development. Purpose The purpose of coaching and mentoring is to help individuals grow and develop their skills within the organization by making an alignment between the organization’s goals and its employees’ professional development. Desired outcomes: Increase retention : when it comes to the organizational context, mentoring and coaching can help employees build loyalty towards the organizations they are working for. Mentee may feel more committed to the organization when their experienced mentors help them mold their careers and provide them with more opportunities. In addition to that,...
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...Coaching, for many years, has been a widely used method of improving employee performance at Trustmark. Coaching is used at Trustmark for several reasons such as absenteeism, performance, etc. Coaching presents a priceless opening for employee development. For instance, coaching could be a way for management to present employees who struggle with confidence boost. Traditionally management might have sent those employees to a class on being assertive in hopes that this would address and boost their confidence. It has been proven time and time again that coaching also improves that manager/employee relationship. As stated in the Holy Bible Proverbs 9:9, “Give instruction to a wise man, and he will be still wiser; teach a righteous...
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...life. Through mentoring, one can learn how to access and grow in the healthcare services across many different aspects in the healthcare industry. Mentoring seeks to foster a connection through a either short or long distance relationship (Ambrose, L., 2003). The crucial aspects of mentoring are preparation for meeting and enduring relationship that can last for a long period. According to Ambrose, L, 2003, a long-distance mentoring requests open lines of communication begins at your first meeting. The first meeting could be held face-to-face, if possible. Meeting in person helps you get to know each other better and creates a trusting relationship that will serve you well as you work in different locations. Long-distance mentoring meetings can be done by telephone, web cam, and email. Mentorship deals with discussing personal goals and areas for development in life and career. Coaching contrasts from mentoring in concentrating on...
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