‫بسم هللا الرحمن الرحيم‬

A five day course conducted to:

Undisclosed Client

Course Director
Mr. Abdulkhaliq Ali Khalil
Pg in HRM & Project Planning
Bradford University
 COACHING
Business Definition
Developmental Roles
Coaching and Mentoring
Difference between Coaching and Mentoring
The Four C’s of Coaching
Beneficiaries of Coaching
Awareness and Responsibilities
Characteristics of Successful Coaches
Critical Factors to Coaching
The Coaching Process
Needs for Coaching
Areas of Coaching
Psychic Stages of Coaching
The GRW Model
 Teacher - Trainer
• Shares knowledge and skills

Counsellor
• Provides space to ventilate feelings, helps resolve personal &
interpersonal issues & advices
Coach
•Works on job performance/skills, analyses & judges according to
set norms & values

Mentor
• Identifies learning objectives, supports, encourages & helps to
progress, and deal with obstacles/problems

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 Mentoring, in its traditional sense, enables an
individual to follow in the path of an older
and wiser colleague who can pass on
knowledge, experience and open doors to
otherwise out-of-reach opportunities.

 Coaching is not performed on the basis that

the coach has direct experience of their
client’s formal occupational role unless the
coaching is specific and skills focused.

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Mentoring Coaching

 Broad
 Job specific
 long-term
 Short-term
 level-distant
 Level-close
 cross-functional
 Same-unction
 providing guidance
 Giving advice

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Mentors Coaches

 Nurture whole person  Provide job coaching

 Draw forth untapped  Focus on job skills
talent  Groom for a particular
 Encourage & Inspire position
 Guide from the heart  Evaluate performance
 Accelerate learning &  Reward job learning
empowerment

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The main reasons why organizations need
coaching and mentoring activities are:

 To maximize knowledge transfer

 To increase the skill levels
 For succession planning
 For building leadership

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Confidence

Control

Concentration

Commitment
 The coach/mentor
 The employee
 The department
 The organization

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 Benefits to the Coach / Mentor:

◦ Job Satisfaction
◦ Further development of own skill level
◦ Involvement in strategic activity

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 Benefits to the employee:
◦ Development of skill level
◦ Acquirement of further skills and knowledge
◦ Improvement of morale and enforcement of
commitment
◦ Solving performance problems and conflict
management
◦ Help gain confidence and be more assertive
◦ Aid specialization programs and technology
transfer

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 Benefits to the department:

◦ Create needed harmonic performance by helping

close the gaps and feeding the team with needed
skills and knowledge.
◦ Improve department performance by incubating
star performers
◦ Help support introduction of new processes and
technology transfers.

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 Benefits to the organization:

◦ Support strategic thinking and planning

◦ Create job satisfaction
◦ Involvement in strategic activity

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 Motivates staff – empowers employees

 Hones communication skills

 Counsels staff – stops problem situations

 Exercises good judgment

 Utilizes available talent

(1) Context:
 What are we coaching?
 In what context is coaching done?

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(2) Outcome:
 does it matter to the individual?
 Does it matter to the organization?

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 STAGE ONE
Gain
understanding
and
acceptance
STAGE FOUR STAGE TWO
Review and Motivate for
maintain Actions
momentum

STAGE THREE
Support the
Plan

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 Change in Know-how
 Change in Knowledge
 Change in Attitude

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 Leadership
 Planning
 Communication
 Organization
 Problem Solving
 People management
 Motivation, and
 Lots and lots of accumulated experience in

the field coached

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 Incredibility
 Inferiority
 Overcrowding
 Uncertainty

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 The coach should have a close and personal
relationship with proteges.
 The coach exert high effort to build rapport

with all proteges.

 Closed meetings/ personal encounters.
 One-on-one evaluation and reruns.
 Lots of VAK feedback and revisiting.
 Tons of loving and caring. The coach can

hug, and he can kick in the shin.

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 Willing to learn
 Able to accept feedback
 Willing to “stretch”
 Able to identify goals

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 Boosted learning
 Valuable direction
 Gaps filled in
 Doors opened
 Different perspective

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I know Facade Open

I don’t Hidden Blind

They don’t They know

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I know Facade
Open

I don’t Hidden
Blind

They don’t They know

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 G – Goals = agree on coaching aims
 R – Reality = address real issues
 O – Options = identify & evaluate

approaches available
 W – Will = help person to work out how

learning will be applied

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 G – GOAL: What do you want?

 R – REALITY: What is happening now?

 O – OPTIONS: What could you do?

 W – WILL: What will you do?

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 Mentoring
The Roles of a Mentor
Benefits of Mentoring
Effective Mentors
Stages of the Mentoring Process
The Expectation Agreement
Mentoring and Teaching
The Perils of Mentoring
Ways of Mentoring
Joy and Rewards of Mentoring
Mentor Training Program
Management Responsibilities
Evaluation of Mentor Program
Preparing a Final Report
Exercise
 An unstructured association between an
experienced person and one less experienced
that assists the junior person in extracting
more value from experience
 A “mentor” is an experienced, thoughtful,
caring person who passes on lessons of
experience to someone less experienced

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 A loyal friend, confidant and advisor
 A teacher, guide, coach and role model
 Entrusted with care advancement of another
 has knowledge and advanced or expert status,

attracted to, and nurtures a person of talent and

ability
 Willing to give away what he knows in a non-

competitive way
 Represents skill, knowledge, virtue and

accomplishment

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 Encourages knowledge sharing
 Both parties Develop
 Encourages teamwork
 Addresses specific issues or skills
 Supplements on-the-job training
 Promotes leadership development

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 Pass on successes
 Practice interpersonal & management skills
 Become recognized
 Expand their horizons
 Gain more than the protege does
Continued…

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 Exposure to new and different thinking styles, knowledge
and perspectives
 Honing own leadership skills
 Occasion to reflect on important issues, own skills and work
practices
 Access to corporate information
 Added incentive for staying aware of current issues in the
field
 Personal satisfaction in sharing experiences
 Pride in mentee's accomplishment
 Recognition by peers
 Increased self worth through contributions to profession
and organization

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 Guidance and encouragement ( or challenge )
 Exposure to the decision-making and leadership styles of seniors
 Access to organizational knowledge and networking opportunities
 Expanded knowledge of skills and practices
 Increased sense of safety while learning
 More focused development
 Higher visibility
 Effective Sounding board for venting emotions, views and feelings
 Individualized learning - one on one
 Increased access to challenging opportunities and responsibilities
 More Career resilience
 Opportunity to discuss issues with a respected practitioner
 Honest and constructive feedback
 Increased self-confidence and heightened career aspirations

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 It is a relationship where an experienced
person assists the junior level employees to
become potential managers of tomorrow
 The mentor also facilitates career

development and psycho-social development

by providing a vehicle for accomplishing the
development task

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 Employees with broader perspectives
 Commitment to developing & retaining leaders
 Provide support to isolated individuals
from trainees to Board of Directors
 Transfer of knowledge and Sharing of values
 Motivating and effective workplace
 Promote and support cultural changes
 Safety valve for changing environments
 Facilitates socialization into organization
 Provide support for use of new technologies
 Facilitate better communication between different
functions / management tiers

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 welcome newcomers into the profession and take a personal
interest in their career development and well-being
 want to share knowledge, materials, skill and experience with
those they mentor
 offer support, challenge, patience and enthusiasm while they
guide others to new levels of competence
 point the way and represent tangible evidence of what one
can become
 expose the recipients of their mentoring to new ideas,
perspectives and standards, and to the values and norms of
the profession
 are more expert in terms of knowledge but view themselves
as equal to those they mentor

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 Have significant knowledge of their field
 Demonstrate high skills in their field
 They earned respect of their colleagues

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 Stage One:

The mentor and recipient become acquainted

and informally clarify their common interests,
shared values and professional goals.

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 Stage 2:

The mentor and recipient communicate initial

expectations and agree upon some common
procedures and expectations as a starting
point.

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 Stage 3:

Gradually, needs are fulfilled. Objectives are

met. Professional growth takes place. New
challenges are presented and achieved.

This stage may last for months or years.

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 Stage 4:

The mentor and recipient redefine their

relationship as colleagues, peers, partners
and/or friends.

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 The frequency of contact, the availability and the accessibility
of the mentor and recipient.
 The amount and kind of support that are needed by the
recipient or that can be provided by the mentor.
 The various roles the mentor finds comfortable: listener,
supporter, advisor, guide, counselor, role model, friend,
nurturer or resource in the background. Etc.
 The range of roles the recipient will find natural: listener,
observer, initiator of requests for help or guidance, need for
nurture or autonomy, self-expectations as peer or co-equal.
Many other roles might be communicated.

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 PHASE DEFINITION TURNINGPOINT

INITIATION Six month to a year Fantasies become concrete

expectation

CULTIVATION Period of two to five years Opportunities and

relationship becomes more
meaningful .

SEPERATION - Significant change in the Wants to put learning into

relationship practice
- Emotional experience in the
relationship

RE-DEFINITION In definite period after the Stresses of separation

separation diminish and new
relationships are formed
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 Degree of eagerness to have a mentoring relationship

Similarity in personal styles: Similarity of expected professional

assignments and responsibilities

gregarious, animated, spontaneous,

vs. low-key, retiring, reflective

Similarity in preference Academic preparation

for nurture vs. autonomy Courses, Majors, alma mater, and

previous experience
when establishing expectations for
support

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 The best mentoring is on one-to-one basis where neither party
thinks of himself as a mentor (or recipient.
 Enthusiasm is difficult to infuse or train. If a teacher is good, he
will have fun teaching others.
 Teaching comes naturally, mentoring does too.
 The majority of mentor teachers expressed that training would be
helpful.
 Very few people are 'natural' mentors. Training is valuable,
especially to have others share what works for them.
 The personality for mentoring-that nurturing personality-comes
naturally, but the nurturing quality is focused by training.
 Mentors need training so that they can feel more confident about
helping others.

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 Making the initial contact and building trust. Sharing my
ideas at first....I don't want to sound like a know-it-all
even when I am asked for help.
 Overcoming my hesitation to tell (the recipient) that he
is wrong and to suggest alternatives. I feel like I am
offending him.
 When do you stop correcting and advising? When does
helping become hurting?
 Rejection, I offered help at her convenience but my help
wasn't wanted.... It's hard to help people.
 Working with someone for a whole year and then finding
that he can't make it.

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( 1 ) Sharing Expertise
( 2 ) Communicating Support and Challenge

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Duties:
1. Find out how you can be the most helpful
2. Team up during orientation week to meet for discussion and
work sessions.
3. Discuss goals annually/monthly and objectives for sessions.
4. Describe various climates and environments you have observed
or created and how these variations worked out.
5. Share catalogs for ordering instructional materials/equipment.
6. Show how you organize your work on timely basis.
7. Share your ideas with your protege.
8. Talk about how and where to anticipate staff errors and
misconceptions.
9. Describe alternative strategies that are successful for mentoring where
staff have diverse or conflicting needs.

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1. How do I perceive my roles as mentor?
2. How do I understand the recipient's expectations for our mentoring
relationship?
3. Is my verbal/nonverbal communication effective?
4. What is my objective in this specific conversation or message?
5. Does my delivery mode (face-to-face, phone, written) fit my purpose?
6. Am I too formal or informal for the purpose of this communication?
7. What assumptions have I made or shared in this communication?
8. What kind of response do I expect from the recipient?
9. Am I prepared for a very different kind of response?
10. Have I given him enough time to respond, ask questions for clarification?
11. If I think I have been misunderstood, can I clarify and paraphrase?
12. Am I willing to set aside my own agenda to listen at any time?
13. How should I react to further our mentoring relationship?

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 A nod of the head, a smile, or a wink at a tense moment.
 A compliment, a pat on the back, or a hug after a challenge has
been met.
 A coffee break or lunch together at a time when the mentee
needs to talk.
 An opportunity to spend an evening together reviewing the
results of a task or planning for the next one.
 Information about ways to gain the support of key individuals.
 Suggestions for acquiring scarce resources.
 An invitation to a weekend barbecue or small get-together with
other colleagues.

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 Seeing the excitement and enthusiasm of others
 Achieving objectives through mentoring
 Cloning expertise and successful achievements
 Being needed and appreciated
 Enjoying the creative thinking of others
 The joy of lifting people from trouble
 Improved communication at work
 Understanding others more clearly
 All win, All are happy.

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 Orientation and Reception
 Personnel Introduction
 Common Expectations In Mentor Relationship
 Methods of Mentoring
 Redefining the relationship

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 Moving the mentor program forward in a
positive direction
 Providing opportunities for mentors to share

their experiences and their views about the

effectiveness of the mentor program
 Providing opportunities for recipients of

mentoring to share their views about the

effectiveness of the mentoring program
 Addressing any problems or unmet needs

that emerge during the course of the year.

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 The program background information includes a
description of:

 Participants (number and professional standing)

 Overview of the training and other services provided
 A timeline and highlights of events throughout the
program's duration
 The resources (time, fixed costs, unexpected costs, etc. )
required to operate the program

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The evaluator is expected to prepare a written
report which summarizes the following:

 Feedback from the participants, analyzed and

compared to the evaluator’s own expectations
considering all resources and constraints.
 Problems or concerns about the program, and
 Recommendations or decisions regarding the
continuation of the program.

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 Michael is not being proactive about his new
assignment. You believe that he should be doing
better regarding his attitude and his productivity.

 A new process is introduced to improve the

efficiency level of plant maintenance report system.

 The company is contemplating a long term program

to qualify four of their junior employees to take the
role of leading four of their affiliates in Europe and
East Asia.

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 Connor and Pokora, Coaching and Mentoring at Work; developing
effective practice, 2007
 Garvey, Stokes, and Megginson, Coaching and Mentoring; Theory
and Practice, 2008.
 Parsloe and Jamieson, Coaching and Mentoring; practical methods
to improve learning, 2000.
 Rhodes, Stokes, and Hampton, A practical guide to mentoring and
coaching and peer networking, 2004.

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