LED514 Mentoring and Developing Employees

LED514 Mentoring and Developing Employees

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LED514 Mentoring and Developing

Course Overview

Four key areas where leaders are expected to perform are in the areas of strategy, engagement, coaching, and execution.

Strategize

Understand the “business” of the organization.

Envision the future.

Develop a strategy.

Develop

Provide Coaching.

Ensure succession.

Maximize potential.

Engage

Instill commitment.

Build relationships.

Inspire teamwork.

Execute

Build plans.

Solve problems.

Drive results.

Source: Developing coaching skills for leaders. (2011, November 22). BPI Group. YouTube. Retrieved from http://www.youtube.com/watch?v=RDPW1wP6S1U

Internationally renowned author and psychologist Daniel Goleman’s work shows that coaching is the most underutilized of the management skills required to be a successful leader. Yet leaders are expected to develop talent in their organizations – and arguably the most successful way to do this is through coaching and mentoring.

This course targets students who want to develop themselves as leader-mentors who coach (as opposed to those wanting to build skills as professional coaches). Students in the course will be exposed to an experiential leadership process through which they will transform theory into action.

The instructor will act as a mentor/coach and will help the students learn the stages of coaching; how to plan, conduct, and evaluate a coaching session; and prepare a personal professional development plan. The focus of the course is to support and enrich the student’s efforts to improve personal leadership skills in mentoring and coaching.

Learning Outcomes

Upon successful completion of this course, the student will be able to satisfy the following outcomes:

•Module 1 ◦Evaluate the benefits of coaching and examine the basic skills required for successful coaching.

Course Materials/Bibliography

Module 1

Garr, S.S. (2011) High-impact performance management: Maximizing performance coaching. Retrieved from http://marketing.bersin.com/rs/bersin/images/111511_ES_HIPM-Practices1_SSG_Final.pdf

Be a Better Coach, Video, Available in the Trident Online Library

Romero, D. B. (2009). The Business of listening: Become a more effective listener. Rochester, N.Y: Axzo Press.

Ohlin, B. (21 July 2016). Active listening: The art of empathetic conversation. Positive Psychology Program. Retrieved from https://positivepsychologyprogram.com/active-listening/

Scivicque, C. (2012) How to create SMART goals. Retrieved from https://www.youtube.com/watch?v=0U9dZXlU7YI

Cardon, A. (2008). Coaching questions and powerful questions. Metasysteme Coaching. Retrieved from http://www.metasysteme-coaching.eu/pdfexport.php?nid=774

Module 1 – Home

The Principles of Coaching

Modular Learning Outcomes

Upon successful completion of this module, the student will be able to satisfy the following outcomes:

•Case ◦Plan, conduct, and evaluate an initial coaching session to build trust and rapport.

Module 1 – Background

The Principles of Coaching

All articles on the Home, Background, Case, and SLP pages are required unless otherwise noted.

The Leader as Coach – What are the Benefits?

The main reason for leaders to coach their subordinates is for performance management. Coaching, when done right, improves an employee’s skills and capability to find his own solution to problems and to reframe challenges. It can help people achieve more from their job and their career. A recent study by Bersin & Associates found that organizations that train their managers in coaching have markedly better performance, including:

•Higher levels of productivity

•Better employee engagement with the firm

•Better financial performance

Read the following executive summary of this report:

Garr, S.S. (2011) High-impact performance management: Maximizing performance coaching. Retrieved from http://marketing.bersin.com/rs/bersin/images/111511_ES_HIPM-Practices1_SSG_Final.pdf

The following article is from Leading Concepts, a firm founded by several former Rangers. It provides a compelling argument for why leaders need to develop coaching skills and lays the foundation for a number of topics we will cover in this module and the rest of the course.

Be a Better Coach, Video, Available in the Trident Online Library

***Given that 73% of organizations that successfully teach coaching skills achieve above-average business results (vs. only 46% who do an “average” job), why don’t more leaders engage in coaching? The research reveals several recurring barriers to coaching:

•Managers lack coaching skills

•Managers feel that coaching is too time consuming

•Managers do not believe that coaching pays off in improved performance or “the bottom line”

•Executive leadership does not support or encourage coaching

Coaching Skills

There are four basic skills that must be mastered to be successful at coaching.

1.Listening. Active listening is arguably the most basic of the skills. If the coach does not know how to listen, none of the other skills will matter. Read Part 2 (pp. 19-36) related to effective listening in the following text. You can find this book through the Trident Online Library – EBSCO eBook Collection.

Book Jacket

Romero, D. B. (2009). The Business of listening: Become a more effective listener. Rochester, N.Y: Axzo Press.

The following article defines “active listening,” and what it means to be an empathetic listener:

Ohlin, B. (21 July 2016). Active listening: The art of empathetic conversation. Positive Psychology Program. Retrieved from https://positivepsychologyprogram.com/active-listening/

2.Setting Goals. A coach must be able to help the coachee set goals. The ability to set SMART goals means setting goals that are Specific, Measurable, Attainable, Realistic, and Time sensitive.

This video will teach you how to set SMART goals:

Reynolds, M. (2011). Achieving smart goals. [Books24x7 version]. Available in the Trident Online Library.

3.Questioning. A coach has to learn how to ask the right kinds of questions. Throughout the course you will read a lot about these types of questions and have the chance to practice asking them. Essentially, these types of questions seek to understand – not to judge. When the coach asks questions, she is trying to elicit ideas from the coachee about how to best frame a problem instead of imposing her own interpretation. By doing this, the coach is trying to stimulate the coachee’s imagination and creativity.

Asking questions can also focus the coachee’s attention on a certain area. Maybe the person is having performance problems – if that’s the case, you could ask questions to direct the coachee’s attention to ways to improve performance. Another benefit of asking questions is that it gives ownership of a problem to the coachee. Instead of telling the coachee how to solve a problem, you give the individual the tools to come up with ideas. This can foster a feeling of commitment in the coachee.

You will get the most meaningful answers if you use open questions. Instead of asking questions that begin with “Will you” or “Can you,” for instance, ask questions that begin with “How,” “Tell me,” “What,” or “Why.”

Read the full article “Coaching questions and powerful questions.” Save it for future use. It covers the right type of questions to ask in a broad variety of coaching situations:

Cardon, A. (2008). Coaching questions and powerful questions. Metasysteme Coaching. Retrieved from http://www.metasysteme-coaching.eu/pdfexport.php?nid=774

Here are some examples of effective open-ended coaching questions:

•What questions: Focus

◦What do you want to achieve?

◦What results do you anticipate?

◦What are the possibilities?

•Why questions: Ownership, purpose

◦Why is this important?

◦What impact will this have on the organization?

◦What really matters to you and others about this situation?

•Why not? Barriers

◦What is the likelihood of this not working?

◦What is the worst case scenario?

◦What has gone wrong with similar situations in the past?

•How? Plan

◦What steps have you taken so far?

◦What is the next step?

◦Who needs to be involved?

4.Providing Support and Feedback

Acknowledging positive behavior is so important to the coaching process that it has been called the most important of all coaching activities. It builds trust and confidence. However, it is also important to recognize that the coach has to learn how to give negative feedback or risk depriving the coachee of knowing what he is doing wrong and how to improve. Many people do not like to give negative feedback because they are afraid of the reaction they might get.

The following article from the Trident Online Library (ProQuest database) gives some practical and down-to-earth suggestions for delivering constructive, but critical feedback:

Berglas, S. (2013). Negative feedback. Leadership Excellence Essentials, 30(11), 11. Available in the Trident University Online Library.

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