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Training Course Summary:

If a manager can add value to another’s performance through coaching and mentoring (a critical aspect of the manager’s own performance), the scope for what the whole team can achieve is greatly enhanced.

This invigorating one-day programme focuses on coaching and mentoring - from planning, through implementation to review. It also examines appropriate knowledge, skills and behaviour to achieve the high degree of awareness, flexibility and selection needed for the successful development of people by their managers.

Pre-Requisites:

None

Who Should Attend:

All managers and team leaders who want to help their people achieve more.

Training Course Overview/Content:

 using coaching and mentoring as a strategic aspect of their management role;
 adopting the role of coach and mentor appropriately to enable learning and the development of new skills and attitudes;
 accurately assessing the development level and needs of the individual;
 tailoring their coaching and mentoring to suit the individual¹s development level and learning style by using the right skills at the right time;
 reviewing, evaluating and improving their own performance as coaches and mentors.

INTRODUCTION
The course tutor introduces the programme, outlining the learning objectives, programme content and domestic issues. Participants then take part in an introductory exercise that will prepare them to learn from each other during the day.
SESSION 1 THE COACHING AND MENTORING ROLE
Participants define the roles of Coach and Mentor and specify the differences. They go on to explore the relationships and potential objectives of both roles, subsequently identifying opportunities for Coaching and Mentoring activity. Finally they outline appropriate and inappropriate interventions of both roles
SESSION 2 LEARNING AND DEVELOPMENT
Using the Learning Cycle, participants experience moving form unconscious incompetence to unconscious competence. They assess the need to pass through the stages of conscious incompetence and conscious competence in certain circumstances.

Each of us learns in our own unique way. It is therefore important for a coach to match the Learning Style of their client. Participants use a simple model to asses and respond flexibly to learning styles appropriately.
SESSION 3 FLEXIBLE APPROACHES TO COACHING
Participants explore in more practical detail how to utilise their communication skills within coaching through use of empowering language, different ways of saying the same thing, listening skills, questioning techniques. They discover how questions are the answer to coaching and mentoring and they practise summarising for development and giving feedback skills.

These techniques are then contextualised through using the Ladder of Coaching and STEER models. Participants then undertake a coaching development questionnaire in order to help them identify potential areas for development.




SESSION 4 ESSENTIAL SKILLS FOR COACHES AND MENTORS
During this session participants are introduced to John Herons ‘Six Gateways to Coaching’ model as a recommended approach.
SESSION 5 THE COACHING PROCESSES
They are then given the opportunity to study the structure of a successful coaching session , enhance existing skills and practise new ones in coaching scenarios both given by the facilitator and selected by the delegates.

SESSION 6 THE MENTORING ROLE

Using the skills they have already practised, participants focus on the facilitation of learning in others. They use the GROW model, a powerful counselling tool to explore both sides of the coaching and mentoring relationships. They experience how they can harness emotion for learning, linking it to real personal objectives and motivators.
COURSE REVIEW & CLOSE
Finally, participants use their new coaching and mentoring skills to summarise each others’ learning from the day. They facilitate each other in the development of action plans to ensure that it is taken forward to add real value to their people.