Mentoring and Coaching

1. Mentoring and Coaching University of Wolverhampton

2. Aims of the session For participants to: • gain knowledge and skills in coaching • explore models of coaching …to enable sustainable quality improvement within Skills for Life provision.

3. Objectives By the end of the session participants will have: • recognised the difference between coaching and mentoring • linked coaching and mentoring to the sustainability of quality improvement within Skills for Life provision • explored the benefits of coaching and mentoring in organisations cont’d…

4. Objectives cont’d • practised advocating a coaching approach in organisations • set out a whole organisation coaching model • identified some of the issues in the use of coaching in an organisation • recognised own preferred style, strengths and areas for improvement as a coach and mentor • identified resources to further develop as a coach and mentor

5. Advocate Technical specialist Trainer Coach Collaborator Mentor Fact finder Process specialist Reflector Peer coach Alternative identifier Potential facilitator roles

6. The continuum of facilitator roles Directive Non-directive

7. The coach • A coach is trying to direct a person to an end result; the person may choose how to get there, but the coach is strategically assessing and monitoring the progress and giving advice for effectiveness and efficiency.

8. The mentor The mentor is like a sounding board. A mentor can give advice but the protégé is free to pick and choose what he or she does. The context does not have specific performance objectives.

9. Coaching • Coaching relates primarily to performance improvement in a specific skills area. The goals are typically set with or at the suggestion of the coach. While the learner has primary ownership of the goal, the coach has primary ownership of the process. • Megginson and Clutterbuck (2004)

10. Mentoring Mentoring relates primarily to the identification and nurturing of potential for the whole person. It can be a long-term relationship where the goals may change but are always set by the learner. The learner owns both the goals and the process. Megginson and Clutterbuck (2004)

11. Mentoring vs. Coaching • Mentoring is biased in your favour. • Coaching is impartial, focused on improvement in behaviour.Adapted from Starcevich (2004)

12. Activity 2 (a) In small groups, using the flipchart paper provided: • Group one – list what is required from a mentor to aid sustainability • Group two – list what is required from a coach to aid sustainability

13. Activity 2 (b) Meeting the expectations of the provider • Group one – list the attributes required by a mentor to meet the requirements of the provider • Group two – list the attributes required by a coach to meet the requirements of the provider Compare the lists.

14. Why use a coaching scheme in a provider organisation? It will improve: • staff performance • staff motivation and retention • student motivation and achievement. It appears there are greater improvements if coaching is linked to other forms of staff development.

15. Table of Training Effectiveness . Knowledge mastery Training stages Skill acquisition Classroom application Training steps Theory (Lecture) + Demonstration + Practice + Coaching Middle/High Low Very Low

16. Table of training effectiveness . Knowledge mastery Training stages Skill acquisition Classroom application Training steps Theory (Lecture) + Demonstration + Practice + Coaching Middle/High Low Very Low Low/Middle High Very Low High High Very Low High High High

17. Table of training effectiveness . Knowledge mastery Training stages Skill acquisition Classroom application Training steps Theory (Lecture) + Demonstration + Practice + Coaching 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95%

18. The Annenberg Institute (2004) has found that: • effective coaching encourages collaborative, reflective practice • effective embedded professional learning promotes positive cultural change • a focus on content encourages the use of data analysis to inform practice • coaching promotes the implementation of learning and reciprocal accountability • coaching supports collective, interconnected leadership across an institution’s system.

19. Coaching….. % who agree can deliver tangible benefits to both individuals and organisations 99 is an effective way to promote learning in organisations 96 and mentoring are key mechanisms for transferring learning from training to the workplace 93 can have a positive impact on an organisation's bottom line 92 CIPD (2005) asked employers about the benefits of coaching:

20. Activity 3 • How would you engage a provider with the idea of coaching and mentoring? • In small groups list the key points you would make. • Are there any aspects of coaching/mentoring where you do not have enough information or evidence to support your key points?

21. Types of coaching • Technical coaching – typically used to transfer new practices into a teacher’s regular performance • Collegial coaching – used to develop colleagues as reflective practitioners • Peer coaching – two colleagues working together to improve their professional knowledge and skillscont’d…

22. Types of coaching cont’d • Collaborative coaching – two colleagues agree to work together on a specific issue • Cognitive coaching – is a process during which teachers explore the thinking behind their practices

23. The mentoring process Dreyfus and Dreyfus (1986) described five stages in the acquisition of the knowledge of practice of mentoring: • Stage 1: Novice • Stage 2: Advanced beginner • Stage 3: Competence • Stage 4: Proficiency • Stage 5: Expertise

24. The attributes of a coach For coaching to be effective, it must: • offer a high level of content knowledge • take into account the context in which learning is taking place • address the goals of the [organisation and their learners], • involve individual teachers in determining the direction their learning is to go. (Joyce, Murphy, Showers, & Murphy, 1989).

25. Attributes of a coach In summary, a... coach’s strengths should fall into three areas: • knowledge • skills • personal characteristics. (Joyce, Murphy, Showers & Murphy, 1989)

26. Preferred style of working Enthusiastic – tend to rush in, operate on a trial and error basis, adapt well to new situations and ‘wear your heart on your sleeve Imaginative – have a clear picture of the situation, are usually unhurried, friendly, avoid conflict and are good listeners Practical – enjoy solving problems, tend to use facts, test out new situations and assess the results Logical – precise, thorough, organised and like to follow a plan. They also learn from their own experience.

27. Coaching Scale • Sociability • Dominance • Openness • How did you do? Do you recognise yourself?

28. Four basic styles of helping Directive Stretching Nurturing Non-Directive Clutterbuck, D. (2001) Everyone needs a mentor

29. Active Listening • It is focused • It is purposeful • It allows full attention to be given to the speaker • Adequate time has been allocated • It is an opportunity for sharing • Interruptions are avoided

30. Questioning • Open questions • Closed questions • Elaboration questions • Leading questions • Multiple questions

31. Body language and environments • Eye contact • Non-verbal prompts • Appropriate setting

32. Question? • If mentoring and coaching is so successful – how might you use them as a sustainable improvement in your provider organisation ?

33. The GROW Model • G Goal for the session • R Reality of the contextual issues surrounding the topic • O Options for a way forward with the topic • W Wrap up the session with agreement about the next steps (Downey, 2001)

34. Coaching step Activities Goal Reality Options Wrap up

35. Setting up a coaching or mentoring programme • Develop yourself first. Know your limits. • Set up mentoring and coaching schemes, both formal and informal. • Equip colleagues with the skills of mentoring/coaching.

36. The Standards Unit model for CPD Explain the theory + Show an example of good practice + Teacher/trainer/tutor practices the new approach = No measurable impact on classroom practice Teacher/trainer /tutor receives feedback on their practice + Teacher/trainer/tutor receives coaching = Large measurable impact on classroom practice

37. Where do we go from here ? • Regional specific development • Further mentoring and coaching session to further develop quality processes and skills • Accreditation opportunities