WELCOME DEVELOPING EXCELLENCE MENTORING, COACHING, AND TALENT DEVELOPMENT

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WELCOMEDEVELOPING EXCELLENCEMENTORING,
COACHING, AND TALENT DEVELOPMENT
Be the change you wish to see in the world . .
. Gandhi
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OVERVIEW

• Retaining/Developing Employees
• REI survey
• The Elements of Mentoring
• What excellent mentors do
• The importance of questions
• Maximizing talents
• Team Matrix Case Situation
• Coaching
• Coaching cycle
• Transformational coaching process
• Feedback models
• Difference Between Coaching Mentoring
• Listening Strategies and Practices
• Sharing and Reflections

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TECHNIQUES FOR RETAINING EMPLOYEES
For more than 50 years, researchers have studied
the factors that satisfy, motivate, or engage
talented workers

• Exciting/Challenging Work
• Growth/ Development
• Appreciation/Valued
• Great People
• Fair Pay, Benefits
• Good Boss
• The Fit

-Kaye Jordan-Evans, 2014
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RETENTION/ENGAGEMENT SURVEY
TO WHAT EXTENT DO YOU.. TO WHAT EXTENT DO YOU.. Score 1-4
A. assume that employees should and will tell you what they want from their work?  
B believe that retention is a job for HR or compensation professionals?  
C regard employees careers as their business, not yours?  
D take for granted that employees know you respect them, and therefore you dont need to show it?  
E think employees should tell you if they are not feeling challenged in their work?  
F expect employees to leave their personal lives at the door and feel only their business lives are your concern?  
G avoid discussing career options with employees, especially when promotions are not readily available?  
H hire primarily based on functional or technical skills?  
I give information to employees on a need-to-know basis only?  
J think you are here to get the job done, that employees dont have to like you?  
K believe you are not at work to have fun?  
L fear that if you introduce employees to others in your network, they might be enticed away?  
M feel that you dont have time to mentor?  
N have only a vague idea of what it costs to lose talented people?  
O tend to hoard good people instead of helping them seek other opportunities?  
P agree that we dont have the luxury of loving what we do?  
Q fail to question policies for the sake of your employees?  
R deem good work to be its own reward?  
S think that if you dont control the who, how, where, and when, the work wont be done right?  
T avoid giving negative or corrective feedback to your employees?  
U consider yourself too busy to be a good listener?  
V view employees values as their own business and therefore seldom discuss them?  
W believe that employee wellness initiatives are frills?  
X think that generational differences are irrelevant in the workplace?  
Y believe employees should usually wait for you to tell them what to do?  
Z maintain that employee engagement and retention are not critical leadership skills and you dont need to spend time improving them?  
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Q12
-Gallup, 1996
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A MENTOR
Wagner and Harter point out that many highly
accomplished people can recall a time early in
their careers when a shot in the arm made all
the difference.
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WHAT EXCELLENT MENTORS DO
People dont change that much. Dont waste your
time trying to put in what was left out. Try to
draw out what was left in. Thats hard enough .
. . Donald Clifton
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HOW TO MENTOR WELL

• Walk the Talk
• Give Actionable Advice/Feedback
• Resist Solving the Problem
• Criticize Behavior, Not Person
• Develop a Plan for Success
• Foundation of Support
• Not Dependent on You
• ASK QUESTIONS
• Good Start

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THE INITIAL MEETING
THE INITIAL MEETING MENTORS JOB MENTEES JOB
Come Prepared   Learn whatever you can about the mentee before your initial meeting.   Same.
Talk Big Picture   Recount your own mentoring experiences to your mentee. Explain what worked and what did not.   Listen and ask questions.
Discuss Mentees Needs   Ask questions and listen. Explain where you are and where you would like to be and how mentoring might help.  
Mutual Agreement Goals Expectations   Explain what you can and what you cannot do. This is what I hope to achieve through this mentoring relationship.
Responsibilities   I will do And I agree to do
Timetable   Lets work on this for six months. Then we will review progress and determine if and how we should continue.   Same.
Meeting Times/Agenda   Check my calendar for available times.   I will take responsibility for finding dates and times that fit your schedule. I will create an agenda for each time we meet.  
Confidentiality   Nothing we discuss will go outside this room unless we both agree otherwise.   Same.
Agree to be Candid   If this relationship is not producing the results you expect, or if you disagree with my advice, say so. Neither of us has time to waste. I will tell you if this relationship isnt working for me. I will not waste your time.
- Harvard Business Review, Coaching Mentoring,
2004
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CULTIVATING CURIOSITY
You dont have to have all the answers. But,
whats NOT negotiable is that you have the
questions. Kaye Giulioni, 2012
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THE IMPORTANCE OF QUESTIONS
TELL (Statement) ASK (Question)
I need this report by Monday.
From what you said, I can tell you are really competitive.
Your Achiever talents appear to help you accomplish a lot of work.
I have heard people say you take on too much work.
You are good at making work flow smoothly.
You need to tell your boss that you really do need more work to feel fulfilled each day.
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BEGIN A STRENGTHS DIALOGUE
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BLIND SPOTS
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MAXIMIZING TALENT

• STACI
• Signature Themes
• Arranger
• Achiever
• Positivity
• Learner
• Input

• What do you think Staci expects from her
  university?
• What questions might you ask Staci?

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TEAM MATRIX
Team Talent Profile
Case Situation How can we perform as a team?
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HOW COACHING WORKS
Watch the short video on How Coaching Works.

• TAKE 10 AND DISCUSS
• Group Discussion
• What did you notice?
• Describe the process.
• List key coaching elements.
• How does coaching work?
• VIDEO

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THE ESSENCE OF COACHING
Technical Help
Emotional Bond
Personal Support
Individual Challenge
- Susan Alvey, 2004
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THE COACHING CYCLE
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TRANSFORMATIONAL COACHING PROCESS

• Data-Based
• Performance-Focused
• Relationship-Focused
• Slower, Not Faster
• Dialogue
• Heart
• Humility
• Balance
• Self Responsibility

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TRANSFORMATIONAL COACHING MODEL
- Crane, 2012
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THE GROW MODEL
VIDEO 2
VIDEO 1
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COACHING FEEDBACK - AID
A Action What are the facts? What actions did the coachee really do?
I Impact What is the impact on the project, the environment, the colleagues?
D Desired Outcome What kind of change in the behavior do you expect?
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SUCCESSFUL COACHING TIPS
To have long-term success as a coach or in any
position of leadership, you have to be obsessed
in some way. Pat Riley
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DIFFERENCE BETWEEN COACHING MENTORING
FACTORS COACHING MENTORING
Key Goals To correct inappropriate behavior, improve performance, and impart skills in order to accept new responsibilities To support and guide personal growth of the mentee
Initiative The coach directs the learning The mentee is in charge of his/her learning
Volunteerism Though the coachees agreement to accept coaching is essential, it is not necessarily voluntary Both mentor and mentee participate as volunteers
Focus Immediate challenges and learning opportunities Long-term personal professional/ personal development
Roles Heavy on asking, some telling with appropriate feedback Heavy on listening, providing a role model, and making suggestions and connections
Duration Usually concentrates on short-term needs. Intermittently on an as-needed basis. Ongoing and can last long-term
Relationship Established with rapport and trust Established with rapport and trust
- Harvard Business Review, 2004
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LISTENING SKILLS
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ESTABLISHING RAPPORT

• Non-verbal Behaviors
• Acknowledgements
• Door Openers
• Paraphrasing
• Active Listening

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IN SUMMARY

• Share wisdom and knowledge
• Maximize strengths
• Encourage creativity and innovation
• Create a culture that values contributions
• Inspire, excite, develop motivated employees
• Embark on self-discovery and fulfillment

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WRITING AND REFLECTION