1. Coaching and mentoring
by Toronto Training and HR
February 2012

2. 3-4 Introduction to Toronto Training and HR
5-6 Definitions
Contents 7-9
10-11
Standards to achieve
Behaviours that foster dependency and kill initiative
12-13 Recent shifts in mentoring
14-15 Mentoring with SMART objectives
16-17 Key roles in mentoring
18-19 Reciprocal mentoring
20-21 Mentoring dos and don’ts
22-24 Why mentoring or coaching programs fail
25-26 How mentoring or coaching programs succeed
27-29 Making coaching effective
30-31 Coaching as part of the normal process of
management
32-33 Training managers as coaches
34-35 Hidden roles of managerial coaches
36-38 Coaching skills
39-40 Key features of effective coaching
41-42 Coaches as catalysts
43-44 Why coaching may not suit your organization
45-46 Common mistakes when coaching sales reps
47-49 Why don’t all managers coach?
50-52 Coaching and mentoring trends
53-54 Case study
55-56 Conclusion and questions

3. Introduction
Page 3

4. Introduction to Toronto Training
and HR
• Toronto Training and HR is a specialist training and human
resources consultancy headed by Timothy Holden
• 10 years in banking
• 10 years in training and human resources
• Freelance practitioner since 2006
• The core services provided by Toronto Training and HR are:
- Training event design
- Training event delivery
- Reducing costs
- Saving time
- Improving employee engagement & morale
- Services for job seekers
Page 4

5. Definitions
Page 5

6. Definitions
Coaching
Mentoring
Page 6

7. Standards to achieve
Page 7

8. Standards to achieve 1 of 2
An understanding of coaching and mentoring as
processes that involve reciprocal learning, not a
situation in which the coaches and mentors should
be assuming a dominating or manipulative role
A clear business case for their introduction, with
an agreed process for supervising coaches and
mentors and for monitoring outcomes
An adequate resource base, adjustment in the
workloads of those involved and support for
coaches and mentees in their development
Page 8

9. Standards to achieve 2 of 2
An up to date database of potentially suitable
coaches and mentors, plus a skilled selection and
training process against clear and relevant criteria
Careful piloting of initiatives, and the highlighting
of their benefits across the organization to ensure
understanding of the way in which the processes
operate and of their value
Page 9

10. Behaviours that foster
dependency & kill
initiative
Page 10

11. Behaviours that foster
dependency & kill initiative
Telling employees how to do their jobs
Giving employees solutions for their operational
issues without getting their input
Making decisions that employees could make for
themselves
Page 11

12. Recent shifts in mentoring
Page 12

13. Recent shifts in mentoring
Mentoring can occur in one-to-one, group, and
situational interactions
The terms “learner” and “advisor” have a broader
reach than “mentee” and “mentor”
Advancement can be a benefit of mentoring, but it
is not its purpose
Mentoring should be used to learn across the
hierarchy of an organization
Mentoring does not need to be time consuming or
face-to-face
Page 13

14. Mentoring with SMART
objectives
Page 14

15. Mentoring with SMART
objectives
SMART
represent a challenge or a stretch for the mentee
focus on the future development of the mentee
are concrete and clear
seek a quantitative or qualitative improvement that
can be demonstrated or measured
are directly linked to the question, “Why?” “Why is
this goal important to your development and
success?”
require more than one strategy to achieve them
Page 15

16. Key roles in mentoring
Page 16

17. Key roles in mentoring
Guide
Ally
Catalyst
Advocate
Page 17

18. Reciprocal mentoring
Page 18

19. Reciprocal mentoring
Definition
Benefits
Page 19

20. Mentoring dos and don’ts
Page 20

21. Mentoring dos and don’ts
Employer
Mentor
Mentee
Page 21

22. Why mentoring or
coaching programs fail
Page 22

23. Why mentoring or coaching
programs fail 1 of 2
No clear definition of what mentoring means and
what coaching means and, more importantly, who
should assume what roles
No clear guidelines as to what the mentor should
be assisting with or addressing and what the
coach should be assisting with or addressing
Having the mentor and mentee in a direct
reporting relationship
Page 23

24. Why mentoring or coaching
programs fail 2 of 2
The role of mentor and coach being handled by
the same individual
No formal training for the role of mentor or coach
Page 24

25. How mentoring or
coaching programs
succeed
Page 25

26. How mentoring or coaching
programs succeed
Being well planned and fully integrated with other
developmental activities
Being supported by senior management (C-level
sponsorship)
Requiring mandatory training for all those
designated as mentors and coaches
Page 26

27. Making coaching effective
Page 27

28. Making coaching effective 1 of 2
Put your own “stuff” to the side and make yourself
available
Ask more questions, make fewer
declarations, allowing employees to generate
solutions
Really listen to the people you work with and
implement suggested solutions
Create action plans with your employees
Page 28

29. Making coaching effective 2 of 2
Learn to celebrate success and say thank you
Build on people’s strengthens rather than
weaknesses
Sustain the momentum and follow up on progress
Page 29

30. Coaching as part of the
normal process of
management
Page 30

31. Coaching as part of the normal
process of management
Making people aware of how well they are
performing
Controlled delegation
Using whatever situations arise as opportunities to
promote learning
Encouraging people to look at higher-level
problems and how they would tackle them
Page 31

32. Training managers as
coaches
Page 32

33. Training managers as coaches
Set out a clear case
Keep it informal
Demystify the process
Focus on what works
Build in sustainability
Emphasize success
Coaching is not for everyone
Page 33

34. Hidden roles of managerial
coaches
Page 34

35. Hidden roles of managerial
coaches
Organizational translator
Performance consultant
Developmental assessor
Cognitive mentor
Brand advisor
Page 35

36. Coaching skills
Page 36

37. Coaching skills 1 of 2
COACHING IS MOST EFFECTIVE WHEN:
The coach understands that his or her role is to
help people to learn
Individuals are motivated to learn
Individuals are given guidance on what they
should be learning and feedback on how they
should be doing
Page 37

38. Coaching skills 2 of 2
COACHING IS MOST EFFECTIVE WHEN:
Learning is an active rather than a passive process
The coach listens to individuals to understand
what they want and need
The coach adopts a constructive
approach, building on strengths and experiences
Page 38

39. Key features of effective
coaching
Page 39

40. Key features of effective coaching
Active listening
Questioning
Giving praise and recognition
Building rapport
Creating trust
Being non-judgemental
Being candid and challenging
Giving encouragement and support
Focusing on future opportunities
Page 40

41. Coaches as catalysts
Page 41

42. Coaches as catalysts
Be curious
Be proactive
Be observant
Be courageous
Page 42

43. Why coaching may not suit
your organization
Page 43

44. Why coaching may not suit your
organization
You confuse a coach with a consultant
You confuse a coach with a therapist
You aren’t committed to changing
Your expectations are unreal
You hide crucial details
You doubt the process
You don’t take action
Page 44

45. Common mistakes when
coaching sales reps
Page 45

46. Common mistakes when
coaching sales reps
Confusing coaching with evaluations
Treating coaching as a low priority
Finding an excuse not to coach
Providing vague feedback
Coaching by example
Page 46

47. Why don’t all managers
coach?
Page 47

48. Why don’t all managers coach?
1 of 2
They don’t understand the value or importance of
coaching
They don’t possess the skills to coach others
Even if they understand the importance and have
the skills, they don’t have the time
Page 48

49. Why don’t all managers coach?
2 of 2
OVERCOMING THESE BARRIERS
Build the personal case for coaching
Establish some firm expectations
Teach coaching skills and put them into practice
Give a manager a coach
Reward the best coaches with the best jobs
Page 49

50. Coaching and mentoring
trends
Page 50

51. Coaching and mentoring trends
1 of 2
COACHING
Who delivers coaching in the organization?
Evaluation
Purpose of coaching
Agendas
Page 51

52. Coaching and mentoring trends
2 of 2
MENTORING
How does mentoring happen?
Who receives mentoring?
Page 52

53. Case study
Page 53

54. Case study
Page 54

55. Conclusion & questions
Page 55

56. Conclusion & questions
Summary
Videos
Questions
Page 56