Leadership Coaching & Mentoring: © Institut Aminuddin Baki, Ministry of Education, Malaysia

Leadership Coaching & Mentoring
Institut Aminuddin Baki, Ministry of Education, Malaysia
The roles we play
Leaders
Managers Administrators Followers
Effective Leadership
Leaders take their staff from where they are to where theyve never been before
Roles of Leaders
COACH
PENENANG PENGURUS KETUA PROBLEM-SOLVER LINKER RISK-TAKER CONTROLLER
PAKAR
PENASIHAT
PEMBIMBING
MODEL
MENTOR
PERANCANG
KAWAN STRATEGIST COMMUNICATOR DELEGATOR
LEADERS
TEAM-WORKER MOTIVATOR AHLI FALSAFAH HAKIM TRAINER TEACHER
COUNSELOR
HUMAN DEVELOPER LEARNER
SUPERMAN & SUPERWOMAN? PROFESIONAL
PENYOKONG CULTURE-BUILDER TEAM-BUILDER
EXPERT LISTERNER
Benjamin Franklin
Benjamin Franklin once said, There are two ways to acquire wisdom; you can either buy it or borrow it. By buying it, you pay full price in terms of time and cost to learn the lessons you need to learn.
By borrowing it, you go to those men and women who have already paid the price to learn the lessons and get their wisdom from them.
Andrew Carnegie
"Men are developed the same way that gold is mined. When gold is mined, several tons of dirt must be moved to get an ounce of gold; but one doesn't go into the mine looking for dirt - one goes in looking for the gold."
Isaac Newton
"If I could see further than others, it was because I stood on the shoulders of giants."
Remember Tiger Wood?

Coaching is like having a personal trainer for your life.
Roles of Leaders
mentoring
leader
coaching
counseling
Who
mentor
An individual with advanced experience and knowledge who is committed to giving support and career/job advice to a less experienced person
coach
A coach helps workers grow and improve their job performance
counselor
A person engaging in a supporting process to define and correct personal problems or skills that affect performance
What
mentor
Best approach for above average performers, those who are excelling.
coach
An excellent activity for people who are performing OKAY. It helps workers grow and improve their job performance by providing suggestions and encouragement.
counselor
An appropriate choice for those who are performing below average.
Coaching, Mentoring & Counseling

Above Standard
mentor
Standard Performance
coach
Below Standard
counselor
What is Coaching through professional partnerships

a model of professional development carried out "on-site" deals with current leadership issues and concerns a chance to gain outside perspectives an excellent role model based on sound research action research in action a way of receiving affirmation for work well done.
Coaching is a facilitative style (Robertson, 2005)
Why Coach?
Change practice To achieve common goal Reflective thinking Growth and capacity (personal, professional, institution) Confidence (self-belief) Awareness
Accountability Responsibility Independence Building trust Move people
Reflective Practitioner
Why organizations choose Coaching?

A rapidly evolving business environment.
Targeted development interventions helps individuals adjust to workplace changes.

The structural features of modern organizations.
Organisational downsizing and flatter structures mean that newly promoted individuals often have to quickly fit into the higher performance requirements of their new roles. Coaching can support individuals achieving these changes.

The need for targeted, individualized, just-in-time development.
The development needs of individuals can be diverse and in smaller organizations there are often too few individuals with specific development needs to warrant the design of a formal training programme. Coaching offers a flexible option, which can be delivered 'just-in-time' to strengthen under-developed skills.

Financial costs of the poor performance of senior managers.
There is a growing acceptance of the costs associated with poorly performing senior managers/executives. Coaching provides an opportunity to undertake pre-emptive and proactive interventions to improve their performance.

Improved decision-making by senior employees.
For senior level executives it can be 'lonely at the top' as they have few people they can confide in, develop ideas and discuss decisions and concerns. A coach can be used as a 'safe and objective haven' to discuss issues and provide support.

Individual responsibility for development.
There is an increasing trend for individuals to take greater responsibility for their personal and professional development. Coaching can help individuals identify development needs, plan development activities and support personal problem-solving.
Support for other learning and development activities.

Coaching provides a valuable way of providing ongoing support for personal development plans, especially in assisting the transfer of learning in the workplace.

A popular development mechanism.
People enjoy participating in coaching as they get direct one-to-one assistance and attention that fits in with their own timeframes and schedules. There is the potential to see quick results.
COACHES & MENTORS WILL

Encourage you to set goals that you truly want Help you focus better in order to produce results more quickly Provide you with the tools, support and structure to accomplish more Enable you to determine your own answers through the work done in the coaching partnership Ask you to do more than you may have done on your own (You can do better!)
Want anything?
1.
2.
3. 4. 5.
How do you know if you are providing communication freedom? Do my people feel free to disagree with me when we talk? Are team members aware of the basic problems I have to cope with in coaching them? Am I able to tell any team member when he misses the mark - without putting him down? Do my people know at least two specific things they can do to get a better rating at the next performance review? Do my team members know I understand their personal goals?
6. 7.
8.
9. 10.
How do you know if you are providing communication freedom? Are my people aware of the major decisions I have made this year in coaching them? Do I coach my people toward improvement when they need it? Do team members understand exactly what I expect of them? Do I acknowledge the good things accomplished by each of my people? Can my people ask for help at any time without feeling embarrassed?
Coaching Skills
1. Active listening 2. Reflective interviewing 3. Reflective thinking (Selfassessment) 4. Goal setting 5. Observing and describing practice 6. Giving effective Feedback 7. Acquiring knowledge of the Action Research process 8. Develop trust, confidentiality and respect
Context Interview
Active Listening, Reflective Questioning e.g. 1st., 2nd. & 3rd. Level questions
Goal Setting
Reflective Questioning, e.g. self-assessment, action planning, setting a focus
GROW/SMART
Observation of leadership practice

e.g. job shadowing
Overview of Leadership Coaching & Mentoring

Discussion/Ideas/ Reflective Conversation
Goal Setting Whats next?
Descriptive Feedback
e.g. Describing leadership practice, Mirror
Evaluative feedback
(Leader listen)
Evaluative Feedback
(Coach listen)
Context Interview
Leadership is contextual/unique Every leader is unique Learn and understand the context
Context Interview
Understanding your partner's past behaviors will allow you to help them think about what they are likely to do in the future when a similar situation or conditions presents itself. You are "interviewing" them to better understand, facilitate their understanding and build a foundation for ways of helping them to choose to continue or change the way they behave by exploring alternatives.
Group Activity
Context Interview
One of the best way is to share past experiences in story form using a three step process, (SBO) :
Describe the Situation (S) How did they Behave (B) What were the Outcomes (O)
As a coach or mentor, your job is to listen carefully, and probe further for more depth or detail.
Group Activity
Tell me . . . I forget. Show me . . . I remember. Involve me . . . I learn.
Group Activity
Activity 1: Context Interview

Write down short notes on leadership situations that you have been involved in the past. Share the situation with your coach. Use Active Listening Take time to reflect.
Group Activity
Listen for ideas, not facts ask yourself what they mean Judge content, not delivery, i.e. what they say, not how they say it Listen optimistically don't lose interest straight away Do not jump to conclusions Be flexible, adjust your note-taking to the speaker Concentrate don't start dreaming and keep eye contact Do not think ahead of the speaker you will lose track Work at listening be alert and alive Keep emotions under control when listening Open your mind practice accepting new information Breathe slowly and deeply Relax physically, get comfortable
Active listening?
Would you mind if I make a few calls while I carefully listen to your ideas?
giving someone full attention by being physically attentive, i.e. looking at the person, nodding, smiling etc. Listening between the lines not breaking into conversation not giving advice not sharing your own stories suspend judgement
Active listening
Active listening
not asking questions, unless a brief prompt taking short notes, if necessary Clarifies their understanding by paraphrasing at an appropriate time Summarizing
Rules of Reflective Interviewing

Base the questions on a real experience Use non-judgmental, objective wording Be prepared to follow-up initial questions Maintain a neutral tone of voice Use active listening skills, such as nodding, looking at the person, use short question prompt Refrain from giving advice Do not break into discussion until interview is officially over.
Activity 1: Context Interview

RULES
Pay attention No interruptions No story telling Dont give advice Suspend judgment No discussions until interview is officially over.
Group Activity
Reflective interviewing
There are at least three types or levels of questions that leaders can use with partner to reflect critically on their practice. Level 1: Clarifying Questions
Level 2: Clarifying purposes, reasons, intended consequences Level 3: Explore educational platform and philosophies
First Level Clarifying Questions
clarification of events, situations, actions, and feelings. often start with "Tell me ... what .... when ... if ... whether .. who ... how ... why... to make sure that the coach has all the information about the particular observation/incident being shared with them. Examples might be: How often do you have these meetings? Who sets the agenda? How many members attend the planning meetings?
Second Level Clarifying purposes, reasons, intended consequences
to clarify purpose, reasons, and intended consequences. often started with "How ... why ... who ... which" and are concerned with probing the reasons and intended outcomes that a leader may have for the actions they have taken. Examples might be: What is the purpose of these meetings? What do you hope will develop from them? How do they affect teaching and learning?
Third Level Explore educational platform and philosophies
move the leader into the area of exploring the basis or outcomes of his/her actions. These are called the linking questions ... often called the 'So what' questions. Examples might be: So what will happen next? So what might you do differently? So what impact does this have on the culture of this institution? How does this link with your goal of shared decisionmaking? How does this support your improvement plan?
Example of Reflective Interviewing

Scenario:
This morning I observed you carrying out a strategic planning session.
Level 1 Questions:
How often do you carry these out? Who is usually present? What are the goals you want to achieve? How were they developed?

Level 2 Questions:
Why did you carry out this session at this point of time? How did you structure your session? Why did you structure it this way? What is the purpose or goal of the strategic planning sessions? Why? How will you know you have achieved the goal? What might facilitate progress towards the school goals? What may hinder your progress? Why do you believe these sessions are important? What do you think are the most important benefits for those concerned? For the school?

Level 3 Questions:
How do you believe this strategic planning session will impact on teaching and learning, and the programmes in this school in the future? How do these meetings assist you in your work as a senior leader in this school? So what effect do these sessions have on your overall leadership development programme? How does this link with the overall vision of the school? So what would you do differently next time you run such session? What specifically helped you move towards Group achieving your goals?
Activit
SELF-ASSESSMENT
Take a few minutes to reflect about yourself, and complete the SWOT analysis framework below. As a COACH, use Active Listening to help your partner to reflect on his/her practice.
Strengths Opportunities
Weaknesses
Threats

Group Activity
SELF-ASSESSMENT
1. One of ways I have felt most challenged in my job is 2. One aspect of my job I have felt least inclined to perform is... 3. If given the chance, I believe I can exceed my job requirements by 4. One of the ongoing frustrations of my job is 5. My professional goal is to Group
Activity
SETTING PROFESSIONAL OBJECTIVES & GOALS

SESSION STRUCTURE PROCESS RULES QUESTIONS
Group Activity
Goal setting
Define what is to be achieved. Specific Agree topics/focus for coaching session Agree objectives for coaching session Set/agree professional goals Measured
What will you be doing when you have achieved the goal? What do you want to do next? How will you measure the achievement of the goal? What will you feel when the goal is reached? What will it look like? What might hinder you as you progress towards the goal? What resources can you call upon? What has worked in similar situations before?
Reality checking Understand the situation. Invite self-assessment Offer specific examples of feedback Avoid or check assumptions Discard irrelevant history Achievable
SETTING PROFESSIONAL OBJECTIVES & GOALS

SESSION PROCESS STRUCTURE RULES QUESTIONS
Option Exploration
Discuss choices available Cover range of options Invite suggestions Ensure choices are made
Relevant
What do you and other parties get out of this? Have other parties agreed to it? What might someone else think to do in this situation? What is the most outlandish option you can think of? What option do you think will work best?
Wrapping Up Agree and commit to course Timed When will you achieve the goal? of action What will be your first step? Identify possible When? obstacles/facilitating factors When can we meet to review Make steps in action plans progress? specific Define timing Agree support from coach and others Institut Aminuddin Baki, Ministry of Education, Malaysia
Observing and Describing Leadership Practice

THE PURPOSE...
To gather information about a colleague's practice. It will provide a descriptive account of your partner's leadership actions. There should be no judgment or evaluation in your comments.
Observation
THE PROCESS The observer needs to note:
Observable events Key quotations and main points of conversations The physical environment - the nonverbal Time intervals (e.g. 2 minutes with angry staff member) 5. Names of people involved in interactions
1. 2. 3. 4.
And then take time to fill in notes at end.

Group Activity
DESCRIPTIVE FEEDBACK
Provide: Description of observable events (e.g. looked at watch 5 times) Key quotations and main points of conversations Non-verbal communications (body language, placement of chair) The physical environment Time intervals Names of people involved in the interactions Points that specifically relate to the goal and focus set
Lets try this
Observation or Judgement?
1. You talked too much during the meeting. 2. You spoke for 30 minutes at the beginning of the meeting. 3. You answered your cell phone for 5 times during the meeting. 4. I like it when you asked each staff member to respond. 5. You asked Rokiyah to take notes from the discussion. 6. You were anxious to complete the meeting. 7. You asked each group leader to provide one piece of evidence.
Observation or Judgement?
8. You were poorly prepared for the meeting. 9. Your PowerPoint presentation was good. 10. You use cartoon characters in your PowerPoint slides. 11. Your PowerPoint presentation included goals, actions, and outcomes. 12. Each person in the group contributed to the discussion. 13. You ended the meeting with a summary of work to do for the next two months.
Lets try!
EVALUATIVE FEEDBACK
Describes leadership behaviors (that can be changed) Is specific, descriptive, and informative Is related to the leadership goals and the focus set Makes links to the long-term goals and how this session fits into the overall aims of the coaching partnership Takes into account the needs of the leader and leaves the leaders dignity intact
EVALUATIVE FEEDBACK
Is well timed and given as close as possible to the time of observation Highlights successes and is positive about the ability to improve practice Is understood in the way it was meant
Gives specific examples of areas for improvement or further focus

Goal Setting: Template 1

Goal:
Results expected:
By when: .............
What support can the mentor/coach give to assist you to achieve this goal?
Goal Setting: Template 2

Responsibility 1: (e.g: Lead, coordinate and facilitate the school strategic planning)
Key Objectives Results Expected Professional Standard
What support can the mentor/coach give to assist you to achieve this goal?

What can go wrong

Commitment Time Regularity of contact Lack of skills School or district culture Expectation of others Movement of staffs Sickness Not enough support staffs Not getting started
1. 2. 3. 4.
Leader establishes an area of focus. Coach observes the leader in action. Coach takes careful, descriptive notes. Coach and leader take 5 to 10 minutes apart to prepare notes on the observation, setting these down according to: a) Strengths what worked well; progress made towards goals. b) Development what could have been done better; what were missed opportunities. 5. The pair again meet up.
Summary
Summary
6. Coach describes what he or she observed, and the leader actively listens, without interruption. 7. Leader self-evaluates, giving his or her reflection on strengths and development. 8. The pair open up the session for reflective dialogue, involving questioning, discussion, and putting forward ideas. 9. Coach and leader review existing goals, set new ones, and plan out the actions needed to achieve them.
10. After the leader self-evaluates, the coach may give feedback using AID:
Summary
Actions: Impact:
The coach describes the things that the leader is doing in the area under review. The coach describes the effect these actions are having.
The coach suggests how the leader could do outcome: things more effectively.
Desired
References
1. Holliday, M. (2005). Coaching, Mentoring and Managing. 2nd. Ed. Advantage Quest Publications. Petaling Jaya, Malaysia. Landsberg, M. (2003). The Tao of Coaching. Profile Books Ltd. London.
Robertson, J. (2005). Coaching Leadership. Building Educational Leadership Capacity through Coaching Partnerships. NZCER Press. Wellington.
2.
3.
4.
Robertson, J. (2005, Sept.). Coaching and Mentoring Course Handout: Leaders Coaching Leaders through Professional Partnerships. 4th. Ed.

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Leadership Coaching & Mentoring: © Institut Aminuddin Baki, Ministry of Education, Malaysia

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Leadership Coaching & Mentoring

Institut Aminuddin Baki, Ministry of Education, Malaysia

The roles we play

KAWAN STRATEGIST COMMUNICATOR DELEGATOR

TEAM-WORKER MOTIVATOR AHLI FALSAFAH HAKIM TRAINER TEACHER

HUMAN DEVELOPER LEARNER

SUPERMAN & SUPERWOMAN? PROFESIONAL

PENYOKONG CULTURE-BUILDER TEAM-BUILDER

Institut Aminuddin Baki, Ministry of Education, Malaysia

Institut Aminuddin Baki, Ministry of Education, Malaysia

Remember Tiger Wood?

Institut Aminuddin Baki, Ministry of Education, Malaysia

Institut Aminuddin Baki, Ministry of Education, Malaysia

A coach helps workers grow and improve their job performance

An appropriate choice for those who are performing below average.

Institut Aminuddin Baki, Ministry of Education, Malaysia

Coaching, Mentoring & Counseling

Institut Aminuddin Baki, Ministry of Education, Malaysia

What is Coaching through professional partnerships

Accountability Responsibility Independence Building trust Move people

Why organizations choose Coaching?

Institut Aminuddin Baki, Ministry of Education, Malaysia

Why organizations choose Coaching?

Institut Aminuddin Baki, Ministry of Education, Malaysia

Why organizations choose Coaching?

Why organizations choose Coaching?

Institut Aminuddin Baki, Ministry of Education, Malaysia

Why organizations choose Coaching?

Why organizations choose Coaching?

Support for other learning and development activities.

Why organizations choose Coaching?

COACHES & MENTORS WILL

Institut Aminuddin Baki, Ministry of Education, Malaysia

Observation of leadership practice

Overview of Leadership Coaching & Mentoring

Institut Aminuddin Baki, Ministry of Education, Malaysia

Institut Aminuddin Baki, Ministry of Education, Malaysia

Tell me . . . I forget. Show me . . . I remember. Involve me . . . I learn.

Activity 1: Context Interview

Institut Aminuddin Baki, Ministry of Education, Malaysia

Institut Aminuddin Baki, Ministry of Education, Malaysia

Institut Aminuddin Baki, Ministry of Education, Malaysia

Institut Aminuddin Baki, Ministry of Education, Malaysia

Rules of Reflective Interviewing

Activity 1: Context Interview

Institut Aminuddin Baki, Ministry of Education, Malaysia

Example of Reflective Interviewing

Institut Aminuddin Baki, Ministry of Education, Malaysia

Example of Reflective Interviewing

Example of Reflective Interviewing

SETTING PROFESSIONAL OBJECTIVES & GOALS

Institut Aminuddin Baki, Ministry of Education, Malaysia

SETTING PROFESSIONAL OBJECTIVES & GOALS

Observing and Describing Leadership Practice

And then take time to fill in notes at end.

Lets try this

Institut Aminuddin Baki, Ministry of Education, Malaysia

Gives specific examples of areas for improvement or further focus

Goal Setting: Template 1

Goal Setting: Template 2

Institut Aminuddin Baki, Ministry of Education, Malaysia

What can go wrong