ContentPage - fasset.org.za · Web viewThe text of this publication, or any part thereof, may not...
Transcript of ContentPage - fasset.org.za · Web viewThe text of this publication, or any part thereof, may not...
Learner GuideMentoring and Coaching
October 2013
Learner Guide
Mentoring and CoachingOctober 2013
A training programme delivered by
Version 02: 2-Sep-13 Page | 1
Learner GuideMentoring and Coaching
October 2013
All rights reserved by Fasset.
The text of this publication, or any part thereof, may not be reproduced or transmitted in any form or
by any means, electronic or mechanical, including photocopying, recording, storage in an information
retrieval system, or otherwise, without prior written permission from Fasset.
While all reasonable care has been taken in the preparation of this publication, Fasset cannot accept
any legal responsibility or liability for any errors or omissions from the text, or the consequences
thereof.
Version 02: 2-Sep-13 Page | 2
Learner GuideMentoring and Coaching
October 2013
Version 02: 2-Sep-13 Page | 3
Learner GuideMentoring and Coaching
October 2013
Content Page
Learning Unit 1: Mentoring-related concepts7
Learning Unit 2: Steps in the mentoring process10
Learning Unit 3: Initiate the mentor-mentee relationship 12
Learning Unit 4: Define the mentor-mentee relationship15
Learning Unit 5: Plan the education, training and 20
development of the mentee
Learning Unit 6: Review the planned education, training and 41 development of the mentee
Learning Unit 7: Perform continuous mentoring-related51
activities
Learning Unit 8: Coaching-related concepts59
Learning Unit 9: Steps in the coaching process61
Learning Unit 10: Initiate the coach-learner relationship63
Learning Unit 11: Identify the task that the learner must be 65
able to perform
Learning Unit 12: Prepare the learner for the coaching71
Version 02: 2-Sep-13 Page | 4
Learner GuideMentoring and Coaching
October 2013
Learning Unit 13: Conduct the coaching sessions83
Version 02: 2-Sep-13 Page | 5
Learner GuideMentoring and Coaching
October 2013
Welcome Note
Welcome to the Mentoring and Coaching Workshop. We hope that you will enjoy attending it as much
as we will enjoy presenting it.
The purpose of the workshop is to teach you skills and knowledge that will enable you to effectively
mentor and coach others.
You will be introduced to
mentoring and coaching-related terminology and
the steps in the mentoring and coaching processes.
The workshop (and this Learner Guide) consists of learning units.
Some learning units include activities that you have to complete during the workshop. The activities
will assist you to apply the skills and knowledge that you learn during the workshop.
You will also find useful mentoring and coaching-related templates in the relevant learning units. You
may use the templates to create mentoring and coaching-related templates for use in your
organisation or to revise or update your existing organisational templates.
Please note that this workshop is non-credit bearing. This means that
you will not be assessed in terms of this workshop and
we will not award any credits towards a unit standard or qualification to you in terms of this
workshop.
However, the workshop is designed in such a way that you will have the opportunity to participate in
and contribute to the learning process and thus gain mentoring and coaching-related skills and
knowledge that will enable you to effectively mentor and coach others when you are back at your
workplace.
Version 02: 2-Sep-13 Page | 6
Learner GuideMentoring and Coaching
October 2013
Mentoring
Version 02: 2-Sep-13 Page | 7
Learner GuideMentoring and Coaching
October 2013
Activity 1
Reading by
learners
Group discussio
n
Group written exercise
Feedback by learners
Individual
written exercise
Role-play
X X X
1. Find a partner and discuss the following questions with him/ her. Record your joint response to
the questions in the space provided.
1.1 Why do you mentor employees in your organisation?
1.2 Who (i.e. what employees) do you mentor?
1.3 How and when do you mentor employees?
Version 02: 2-Sep-13 Page | 8
Learner GuideMentoring and Coaching
October 2013
Learning Unit 1: Mentoring-related concepts
After this learning unit, you will be able to:
1. Demonstrate an understanding of mentoring.
2. Name the advantages of mentoring to the Mentor, mentee and organisation.
Version 02: 2-Sep-13 Page | 9
Learner GuideMentoring and Coaching
October 2013
1. Mentoring
1.1 What is mentoring?The term ‘mentor’ has its roots in ancient Greek mythology.
According to Greek mythology, Odysseus, prior to going to fight in the Trojan War, appointed a
guardian for his young son, Telemachus. The guardian’s name was Mentor. (Mentor was actually the
goddess Athena who disguised herself as a man for the job).
The idea was that Telemachus would emulate (imitate, copy, simulate) Mentor to learn the skills he
would need. Mentor served as a trusted advisor, teacher, friend and nurturer and hence the term
‘mentor’ came to be associated with those qualities in today’s world.
Mentoring has been defined in the following ways:
The process whereby an experienced veteran helps to shape or guide a newcomer.
The process whereby one person helps another person to become what he/she wants to be.
A relationship between two people (i.e. the Mentor and the mentee) which exists for a given
purpose i.e. to assist the learner to develop professionally and personally.
It has also been defined metaphorically in the following way:
The process whereby an angel will take you by the hand, catch you when you fall and eventually
give you wings to fly alone.
For the purpose of this workshop, mentoring is
a caring relationship
in which a person with more experience (i.e. the Mentor)
works with a less experienced person (i.e. the mentee)
to promote the professional and personal development of the mentee.
Mentoring can be an informal practice in an organisation or be implemented as a formal programme.
During formal Mentorship programmes, the organisation will design a Mentoring Policy and processes
(i.e. a Mentoring Procedure), identify Mentors and mentees, ‘pair’ Mentors and mentees and
implement and monitor mentoring-related processes. In this case, the mentor-mentee relationship is
‘managed’ and guided by means of organisational procedures.
During informal mentoring, Mentors and mentees come together on their own, define their own
relationship and determine their own rules for the relationship.
Version 02: 2-Sep-13 Page | 10
Learner GuideMentoring and Coaching
October 2013
(NOTE: For the purpose of this learning programme, we will mainly focus on formal mentor-mentee
relationships in organisations.)
1.2 Who mentors?The person, who mentors others, is called a Mentor.
1.3 Who is mentored?The person, who is mentored, is usually referred to as a mentee (or protégé).
(The word ‘protégé’ is derived from the French verb ‘proteger’ which means ‘to protect’.)
NOTE: For the purposes of this workshop, the term ‘mentee’ will be used.
1.4 What are the advantages of mentoring?The following table indicates the advantages of mentoring to Mentors, mentees and organisations:
Advantages to MentorsAdvantages to
menteesAdvantages to organisations
Creates opportunity for Mentors to share their experience and thus ‘enriches’ Mentors.
Creates opportunity to be recognised.
It provides an opportunity to do something different (than normal duties).
Provides professional recognition and affirmation.
Reduces isolation.
Provides meaningful learning experiences and an opportunity for personal and professional growth.
Improves integration of new employees.
Increases communication, networking and openness/ transparency in organisations.
Improves employee satisfaction.
Enhances career development.
Creates a learning culture.
Version 02: 2-Sep-13 Page | 11
Learner GuideMentoring and Coaching
October 2013
Learning Unit 2: Steps in the mentoring process
After this learning unit, you will be able to:
1. Name the steps in the mentoring process.
Version 02: 2-Sep-13 Page | 12
Learner GuideMentoring and Coaching
October 2013
1. Steps in the mentoring processThe following diagram illustrates the steps in the mentoring process:
Version 02: 2-Sep-13 Page | 13
Initiate the mentor-mentee relationship
(Learning Unit 3)
Define the mentor-protégé relationship
(Learning Unit 4)
Plan the education, training and development of the mentee
(Learning Unit 5)
Review the planned education, training and development of the mentee (Learning Unit 6)
Perform continuous mentoring-related activities
(Learning Unit 7)
Learner GuideMentoring and Coaching
October 2013
Learning Unit 3: Initiate the mentor-mentee relationship
After this learning unit, you will be able to:
1. Demonstrate an understanding of the process whereby a mentor-mentee relationship is initiated.
Version 02: 2-Sep-13 Page | 14
Learner GuideMentoring and Coaching
October 2013
2. Initiate the mentor-mentee relationshipDuring the first step of the mentoring process, the HR/ Training Department has to
initiate the mentor-mentee relationship.
1.1 What should the HR/ Training Department do to initiate the mentor- mentee relationship?The following diagram illustrates what the HR/ Training Department should do:
Step 1
Identify the Mentor and the mentee.
NotesIf a formal Mentorship programme is implemented in an organisation, the HR/ Training Department will usually initiate the mentor-mentee relationship.If mentoring is an informal practice in an organisation, any employee i.e. the mentee, can approach another employee i.e. the Mentor and request his/ her mentorship. Alternatively, any Manager, Supervisor, professional person, trade worker, etc. can approach another employee and offer to mentor him/ her. In this case, other employees in the organisation might not even be aware of the mentor-mentee relationship.
Who can be a Mentor? Senior professional employees (e.g. Accountants, Engineers,
Technicians, HR Consultants, etc.). Senior trade workers (e.g. Carpenters, Mechanics, Electricians, etc.). Senior employees from other occupations (e.g. clerical workers, etc.). Supervisors and Managers.+ Employees from the HR/ Training Department.
What characteristics should a Mentor have? Leadership – The Mentor should be able to influence the mentee to
achieve certain objectives. Self-knowledge – The Mentor should be aware of his/her likes, dislike
and beliefs. Commitment to the development of people – The Mentor should be
willing to develop and motivate others. The ability to act as sponsor, teacher, ‘insider’, encourager and
supporter, counsellor and advisor to the mentee.
Who can be a mentee? New employees (including professionals and trade workers) who just
completed education-type training interventions i.e. qualifications. Less experienced (and usually younger) employees who are
earmarked for accelerated development. Employees who are busy with training interventions (e.g.
qualifications, skills programmes, short courses, etc.).
Version 02: 2-Sep-13 Page | 15
Learner GuideMentoring and Coaching
October 2013
Step 2
‘Pair’ the Mentor and the mentee.
How should the Mentor and the Mentee be paired?Most organisations, which have implemented Mentorship programmes, agree that it is better to allow Mentors and mentees to ‘select’ each other.However, if a formal Mentorship programme is launched in an
organisation for the first time, or if potential Mentors and mentees do not know each other,it could be better to allocate a Mentor to the mentee.
To allow the Mentor and the mentee to ‘select’ each other, the
HR/ Training Department could facilitate a process during
which the mentee is requested to
select three to four potential Mentors (from a pre-identified list of available Mentors) and
list his/ her development needs.
This information can then be used to ‘pair’ the mentees with a suitable Mentor based on the preferences of the mentee and the experience, skills and knowledge of the Mentor.
Step 3
Orientate the Mentor and the mentee.
What aspects should the Mentor and the mentee be informed of during the orientation? The Mentoring Policy of the organisation. The Mentoring Procedure of the organisation (specifying
roles and responsibilities of Mentors and mentees as well as time-frames for mentoring-related activities).
Mentoring-related templates/ forms (i.e. what templates/ forms exist, when it should be completed, how it should be completed, where and how it should be stored, etc.).
How, when and by whom mentoring-related activities will be managed in the organisation.
Version 02: 2-Sep-13 Page | 16
Learner GuideMentoring and Coaching
October 2013
Learning Unit 4: Define the mentor-mentee relationship
After this learning unit, you will be able to:
1. Name the aspects that the Mentor has to discuss with the mentee during the meeting whereby the
mentor-mentee relationship is defined.
Version 02: 2-Sep-13 Page | 17
Learner GuideMentoring and Coaching
October 2013
1. Define the mentor-mentee relationshipDuring this step, the Mentor has to
define the mentor-mentee relationship.
This means that the Mentor and mentee have to agree on the nature and structure of the mentor-
mentee relationship.
1.1 What method(s) can the Mentor use to define the mentor-mentee relationship?The Mentor will usually conduct a meeting(s) with the mentee to define the mentor-mentee
relationship.
1.2 What approach should the Mentor have during the meeting?The Mentor has to demonstrate a friendly and open approach by doing the following:
Minimise or eliminate distractions (e.g. by closing the door).
Greet the mentee (and introduce himself/ herself).
Act friendly and open and lead the discussion.
Encourage the mentee (e.g. by giving praise and recognition).
Demonstrate empathy i.e. demonstrate an understanding of the emotional reactions and needs of
the mentee without becoming emotionally involved.
Act firm i.e. when necessary, discourage attitudes and behaviour that are undesirable or
disruptive.
Use open body language (e.g. sit next to the mentee during the meeting, ensure his/ her arms and
feet are not crossed, etc.).
Version 02: 2-Sep-13 Page | 18
Learner GuideMentoring and Coaching
October 2013
1.3 What should the Mentor discuss during the meeting?The following table indicates the aspects that the Mentor has to discuss with the mentee during the
meeting:
Aspects to be discussed
Notes and guidelinesExamples of what the Mentor
should say
The purpose of the meeting.
The Mentor has to discuss
the purpose of the meeting i.e. to define the mentor-mentee relationship.
“The purpose of the meeting is to define our (i.e. the mentor-mentee) relationship i.e. the nature and structure of the mentor-mentee relationship that you and I should/ will have.”
The agreement to the mentor-
mentee relationship.
The Mentor has to discuss
his/ her agreement to the mentor-mentee relationship and
the agreement of the mentee to the mentor-mentee relationship.
The Mentor must be aware of the fact that his/ her age, gender, etc. could be a barrier to the mentor-mentee relationship and might cause the mentee to not agree to the relationship. In this case, the Mentor should inform the HR/ Training Department of the matter.
“As you know, I was appointed as your Mentor. I want to inform you that I accept (and welcome) this role. ”
”I would also like to know whether you accept this mentor-mentee relationship and whether you thus agree to my appointment as your Mentor.”
The purpose and benefits of mentoring.
The Mentor has to discuss
the purpose of mentoring and
the benefits of mentoring.
“If you thus agree to this relationship, I would like to discuss the purpose of mentoring with you.”
”Organisation X implemented this Mentorship programme because….”
”Mentoring has the following benefits to me, you and the organisation….”
The mentee’s background and work experience.
The Mentor has to discuss
the mentee’s background and
the mentee’s work experience.
“I would like you to tell me more about your background. Where did you grow up? Where did you study? What were your favourite subjects? Why? Do you have a family? Are you staying with your family? ”
”What work experience do you have? What did you like/ dislike about your previous work? Why?”
Version 02: 2-Sep-13 Page | 19
Learner GuideMentoring and Coaching
October 2013
Aspects to be discussed
Notes and guidelines
Examples of what the Mentor should say
The Mentor’s background and work experience.
The Mentor has to discuss
his/ her background and
his/ her work experience.
The Mentor should not intimidate the mentee when sharing his/ her background and work experience, but rather create an environment where the mentee feels that he/ she can learn from someone (i.e. the Mentor) who is willing to share his/ her knowledge and experience.
“I grew up in…”.
”I studied at ….and started working at … in….”
”Throughout the years I was a …and…. at ….Company Z. ”
”I would like to share with you what I have learnt throughout the years and I would also like to learn new things from you.”
The mentee’s previous mentor-
mentee relationships.
The Mentor has to discuss
the mentee’s previous mentor-mentee relationships.
“Did you previously have a Mentor? What did you find useful about the relationship? What didn’t find useful about the relationship? ”
”Did you experience any problems or frustrations with the relationship? If so, what problems did you experience? How was the problem solved? ”
”...Thank you for sharing that with me. I will take what you have said into consideration when we discuss our roles and responsibilities and the structure of the mentor-mentee relationship.”
The roles and responsibilities of
role-players involved in the
mentoring process.
The Mentor has to discuss
the roles and responsibilities of role-players involved in the mentoring process.
“The mentoring process involves various role-players who have to perform mentoring-related activities. According to the organisational Mentoring Procedure, the Mentor has to ...”
”The mentee has to ...”
”Your Manager/ Supervisor has to …”
”The HR/ Training Department will ...”
Version 02: 2-Sep-13 Page | 20
Learner GuideMentoring and Coaching
October 2013
Aspects to be discussed
Notes and guidelines
Examples of what the Mentor should say
The structuring of the mentor-
mentee relationship.
The Mentor also has to discuss
the frequency of meetings between the Mentor and the mentee,
the duration of meetings between the Mentor and the mentee,
the aspects that will be discussed during meetings and
what access the mentee will have to the Mentor outside the scheduled meetings.
“The mentor-mentee relationship will be structured in the following way: We will meet once a month for an hour. We will agree a specific date for the meeting. ”
”We will discuss … during the meetings.”
”If you need to see me outside the schedule meetings, you may …”
The questions, inputs and/ or
concerns of the mentee.
Throughout the meeting, the Mentor has to give the mentee an opportunity to ask questions, discuss concerns and provide inputs.
“Is this clear to you?”
“Do you have any questions?”
“What concerns do you have?”
Version 02: 2-Sep-13 Page | 21
Learner GuideMentoring and Coaching
October 2013
Learning Unit 5: Plan the education, training and development of the mentee
After this learning unit, you will be able to:
1. Name the method(s) that the Mentor could use to plan the education, training and development of
the mentee.
2. Describe the approach that the Mentor should have during the IDP-planning meeting.
3. Name the aspects that the Mentor has to discuss with the mentee during the IDP-planning
meeting.
4. Plan the education, training and development of the mentee.
5. Explain the reason(s) for referring the mentee to professional service providers.
6. List the actions that the Mentor should follow after the IDP-planning meeting to maintain the
confidentiality of mentoring-related information.
Version 02: 2-Sep-13 Page | 22
Learner GuideMentoring and Coaching
October 2013
1. Plan the education, training and development of the mentee
During this step, the Mentor has to
plan the education, training and development of the mentee.
1.1 What method(s) can the Mentor use to plan the education, training
and development of the mentee?The Mentor will usually conduct a meeting(s) with the mentee to plan the education, training and
development of the mentee.
This is referred to as the IDP-planning meeting.
1.2 What mentoring-related template/ form should the Mentor complete
during the IDP-planning meeting?The Mentor has to complete
(the mentee’s) Individual Development Plan (IDP)
during the IDP-planning meeting.
Version 02: 2-Sep-13 Page | 23
Learner GuideMentoring and Coaching
October 2013
Activity 2
Reading by
learners
Group discussio
n
Group written exercise
Feedback by
learners
Individual written exercise
Role-play
X X X X
1. Read the Learner Guide section allocated to you.
2. Conduct an ‘IDP-planning meeting’ with ‘your mentee’ to plan the education, training and
development of the mentee. (One person will play the role of ‘the Mentor’ and another person will
play the role of ‘the mentee’ during the ‘IDP-planning meeting’. ‘The Mentor’ has to discuss
relevant aspects with ‘the mentee’ and ‘the mentee’ has to provide inputs during the ‘IDP-planning
meeting’.). Also complete ‘your mentee’s’ Individual Development Plan (IDP) (available on the
next pages) during and after the ‘IDP-planning meeting’.
3. Observe the ‘IDP-planning meeting’ that takes place between ‘the Mentor’ and ‘the mentee’. (The
purpose of the ‘IDP-planning meeting’ is to plan the education, training and development of the
mentee.) Make notes on the effectiveness of the meeting by using the Observation checklist
provided on the next page(s).
4. As a group, discuss the effectiveness of the meeting that took place.
Version 02: 2-Sep-13 Page | 24
Learner GuideMentoring and Coaching
October 2013
Observation checklist: IDP-planning meeting
Did ‘the Mentor’… or X
Minimise or eliminate distractions (e.g. by closing the door).
Greet the mentee (and introduce himself/ herself)?
Act friendly and open and lead the discussion?
Encourage the mentee (e.g. by giving praise and recognition)?
Demonstrate empathy i.e. demonstrate an understanding of the emotional reactions and needs of the mentee without becoming emotionally involved?
Act firm i.e. when necessary, discourage attitudes and behaviour that are undesirable or disruptive?
Use open body language (e.g. sit next to the mentee during the meeting, ensure his/ her arms and feet are not crossed, etc.)?
Discuss the purpose of the IDP-planning meeting and the Individual Development Plan (IDP)?
Discuss the time-frame applicable to the IDP?
Discuss the mentee’s career, education and training profile?
Discuss the mentee’s career objectives?
Discuss the strategic objectives of the organisation and how the mentee’s career objectives align/ not to the strategic objectives of the organisation?
Discuss the mentee’s planned education, training and development-type training interventions?
Discuss the organisation’s Education, Training and Development Policy?
Discuss the mentee’s special needs and learning barriers/ support requirements as well as actions to address the special needs and learning barriers/ support requirements?
Discuss when or how often the mentee’s IDP will be reviewed?
Discuss the mentee’s questions, inputs and/ or concerns?
Discuss the mentee’s review of the IDP-planning meeting as well as the mentee’s agreement to his/ her IDP?
Version 02: 2-Sep-13 Page | 25
Learner GuideMentoring and Coaching
October 2013
INDIVIDUAL DEVELOPMENT PLAN (IDP)
Time-frame
Mentor and mentee details
Mentee initials and surname
Mentee ID number
Mentor initials and surname
Mentor ID number
Career, education and training profile of mentee
Current position
Career profile
Previous positions occupied
Time-frames during which positions were occupied
Existing qualifications
Training interventions
attended
Version 02: 2-Sep-13 Page | 26
Learner GuideMentoring and Coaching
October 2013
Short term planning (i.e. next two years)
Career objective(s) of mentee Senior Manager
Planned training interventions to enable achievement of career objective(s)
Time-frames/ Target dates
Progress and corrective action
Planned education-type training interventions
Planned training and development-type training interventions
Version 02: 2-Sep-13 Page | 27
Learner GuideMentoring and Coaching
October 2013
Medium term planning (i.e. next three to five years)
Career objective(s) of mentee
Planned training interventions to enable achievement of career objective(s)
Time-frame/ Target date
Progress and corrective action
Planned education-
type training
interventions
Planned training
and developme
nt-type training
interventions
Version 02: 2-Sep-13 Page | 28
Learner GuideMentoring and Coaching
October 2013
Special needs and learning barriers/ support requirements of mentee
Special needs and learning barriers/
support requirements
Activities implemented to address the special needs and
learning barriers/ support requirements
Referrals made Progress and corrective action
Version 02: 2-Sep-13 Page | 29
Learner GuideMentoring and Coaching
October 2013
Version 02: 2-Sep-13 Page | 30
Learner GuideMentoring and Coaching
October 2013
Mentee’s review of IDP-planning meeting AgreeDisagre
e
I agree/ disagree that the following aspects were discussed and agreed with me during the IDP-
planning meeting:
The purpose of the IDP-planning meeting and the Individual Development Plan (IDP).
The time-frame applicable to the IDP.
The strategic objectives of the organisation and how my career objectives align/ not to the strategic objectives of the organisation.
The organisation’s Education, Training and Development Policy.
When or how often my IDP will be reviewed.
My questions, inputs and/ or concerns.
The Mentor advised and supported me in a sensitive, caring and professional manner.
The advice and support given by the Mentor was sufficient and appropriate.
Agreement to IDP
Mentee signature Date
Mentor signature Date
Mentee’s review of IDP-review meeting AgreeDisagre
e
I agree/ disagree that the following aspects were discussed and agreed with me during the IDP-
review meeting:
The purpose of the IDP-review meeting and the Individual Development Plan (IDP).
My questions, inputs and/ or concerns.
The Mentor advised and supported me in a sensitive, caring and professional manner.
The advice and support given by the Mentor was sufficient and appropriate.
Agreement to revised IDP
Mentee signature Date
Version 02: 2-Sep-13 Page | 31
Learner GuideMentoring and Coaching
October 2013
Mentor signature Date
Version 02: 2-Sep-13 Page | 32
Learner GuideMentoring and Coaching
October 2013
1.3 What approach should the Mentor have during the IDP-planning meeting?The Mentor has to demonstrate a friendly and open approach by doing the following:
Minimise or eliminate distractions (e.g. by closing the door).
Greet the mentee (and introduce himself/ herself).
Act friendly and open and lead the discussion.
Encourage the mentee (e.g. by giving praise and recognition).
Demonstrate empathy i.e. demonstrate an understanding of the emotional reactions and needs of
the mentee without becoming emotionally involved.
Act firm i.e. when necessary, discourage attitudes and behaviour that are undesirable or
disruptive.
Use open body language (e.g. sit next to the mentee during the meeting, ensure his/ her arms and
feet are not crossed, etc.).
1.4 What should the Mentor discuss during the IDP-planning meeting?The following table indicates the aspects that the Mentor has to discuss with the mentee during the
IDP-planning meeting:
Aspects to be discussed
Notes and guidelinesExamples of what the Mentor
should say
The purpose of the IDP-planning
meeting and the Individual
Development Plan (IDP).
The Mentor has to discuss the purpose of the IDP-planning meeting i.e.
to plan the education, training and development of the mentee and
to agree the mentee’s Individual Development Plan (IDP) with him/ her.
The Mentor has to explain that the mentee’s IDP will be completed during/ after the IDP-planning meeting and that the mentee will receive a copy of his/ her IDP during/ at the end of the IDP-planning meeting.
“The purpose of the IDP-planning meeting is to plan your development. The purpose of the IDP-planning meeting is also to agree your IDP with you. ”
”The purpose of the IDP is to reflect
the aspects discussed with you during the IDP-planning meeting,
your agreement to your planned education, training and development and
your evaluation/ review of the IDP-planning meeting. ”
”We will complete your IDP during the meeting and during/ at the end of the meeting, you will receive a copy of your IDP.”
Version 02: 2-Sep-13 Page | 33
Learner GuideMentoring and Coaching
October 2013
Version 02: 2-Sep-13 Page | 34
Learner GuideMentoring and Coaching
October 2013
Aspects to be discussed
Notes and guidelinesExamples of what the Mentor
should say
The time-frame applicable to the
IDP.
The Mentor has to discuss
the time-frame that applies to the IDP.
“This IDP will apply from January to December 2013.”
The mentee’s career, education
and training profile.
The Mentor has to discuss
the current position of the mentee,
the previous positions of the mentee and time-frames during which the positions were occupied,
the existing qualifications of the mentee as well as
the training interventions that the mentee attended.
“What previous positions did you occupy?”
”When did you occupy these positions?”
”What qualification(s) do you currently have?”
”What training interventions have you attended?”
The mentee’s career objectives.
The Mentor has to discuss
the mentee’s short term career objective(s) i.e. the position that the mentee wants to occupy within the next two years,
the mentee’s medium term career objective(s) i.e. the position that the mentee wants to occupy within the next three to five years,
possible career opportunities in the organisation and
examples of career paths that the mentee could follow.
(If applicable) the Mentor should provide relevant information (and an information guide) to the mentee.
“What are your short term career objectives i.e. in what position do you see yourself in terms of your career within the next 1-2 years?”
”What are your medium term career objectives i.e. in what position do you see yourself in terms of your career within the next 3-5 years?”
”Please read this information guide that I got from the HR Department – it specifies information on career opportunities that apply in the organisation as well as career paths that you could follow. If you look at this information guide, you will see that you could pursue the following career objectives….”
Version 02: 2-Sep-13 Page | 35
Learner GuideMentoring and Coaching
October 2013
Aspects to be discussed
Notes and guidelinesExamples of what the
Mentor should say
The mentee’s planned education,
training and development-type
training interventions.
The Mentor has to discuss
the education-type training interventions i.e. qualifications that the mentee has to attend to achieve his/ her identified career objective(s),
the training and development-type training interventions i.e. skills programmes, short courses, on-job training/ coaching/ internships and conferences/ seminars/ workshops that the mentee has to attend to achieve his/ her identified career objective(s),
the target dates for the planned training interventions,
possible personal development required by the mentee (e.g. the mentee needs to develop his/ her time-management skills, pay more attention to detail, etc.) and
the training interventions available to the mentee e.g.
education-type training interventions i.e. qualifications offered by universities, universities of technology, FET-colleges, etc.,
training and development-type training interventions i.e. skills programmes, short courses, and conferences/ seminars/ workshops offered by training providers and
training and development-type training interventions i.e. on-job training/ coaching/ internships made available by the organisation.
(If applicable) the Mentor should provide relevant information (and an information guide/ brochure) to the mentee.
“What skills and knowledge do you have to develop within the next 1-2 years (short term) to achieve your career objective(s)?”
”What skills and knowledge do you want to develop within the next 3-5 years (medium term) to achieve your career objective(s)?”
”How can the skills and knowledge that you want to develop be addressed i.e. which education-type and training and development-type training interventions do you want to attend? When?”
”Let me also tell you about other available training interventions. You could pursue studies at the following educational institutions… This information guide/ brochure lists the degrees that the institution offers that might be applicable to you. ”
Version 02: 2-Sep-13 Page | 36
Learner GuideMentoring and Coaching
October 2013
Aspects to be discussed
Notes and guidelinesExamples of what the Mentor should
say
The organisation’s Education, Training and Development
Policy.
The Mentor has to discuss
the Education, Training and Development Policy of the organisation e.g.
whether the organisation offers financial assistance in terms of educational programmes or not, what are the implications of and conditions for financial support, does the organisation offer financial assistance for of educational programmes that do not form part of the organisation’s strategic objectives, does the organisation allow mentees ‘time off’ for educational studies, etc. and
how many training interventions may mentees attend per year, how much money is available for this purpose, does the organisation offer financial assistance for training interventions that does not address the organisation’s strategic objectives, etc.
“The Education, Training and Development Policy of the organisation will affect your planned training and development. The Policy states that…..”
“This will affect your planned training and development in the following way….
You do not have to worry about this as…..”
The mentee’s special needs and learning barriers/
support requirements as well as actions to
address the special needs and learning
barriers/ support requirements.
The Mentor has to discuss
the special needs and learning barriers/ support requirements of the mentee and
the actions that the Mentor will take to address the special needs and learning barriers/ support requirements of the mentee.
In the beginning of the mentor-mentee relationship, the mentee will not necessarily be open to discuss all his/ her special needs and learning barriers/ support requirements. The Mentor should, however, ensure that he/ she creates an open and trusting environment to identify the special needs and learning barriers/ support requirements of the mentee.
The Mentor will not be able to address all special needs and learning barriers/ support requirements of the mentee. In some cases (e.g. when the level and nature of the special needs and learning barriers/ support requirements by the mentee extends beyond the Mentor’s skills, knowledge and experience), the Mentor should rather refer the mentee to the relevant professional service provider(s) (e.g. career counsellors, psychologist, occupational therapists, social workers, etc.).
(If applicable) the Mentor should provide the relevant information (and information guides/
“What could prevent you from implementing your IDP? In what way could I, or anyone else, be of assistance to you during the mentoring?”
“These are some information guides/ brochures that I sourced in terms of your special needs and learning barriers/ support requirements.”
Version 02: 2-Sep-13 Page | 37
Learner GuideMentoring and Coaching
October 2013
brochures), which he/ she sourced during the previous steps of the mentoring process, to the mentee.
Aspects to be discussed
Notes and guidelinesExamples of what the Mentor should
say
Special needs and learning barriers/
support requirements
What actions should the Mentor take?
Personal and social problems (e.g. financial
difficulties, family-related problems, absence from
work, withdrawal from the mentor-mentee relationship,
severe depression, substance abuse, etc.).
Give some advice and share his/ her experience on how to deal with the problem.
Refer the mentee to a psychologist, occupational therapists or social worker.
Lack of motivation.
Low self-confidence and poor self-image.
Encourage the mentee and compliment him/ her on his/ her skills, knowledge or willingness to continue with the mentoring.
Bring the mentee into contact with other mentees.
Negative feelings about being mentored.
Explain the benefits of mentoring to the mentee.
Bring the mentee into contact with other mentees.
Lack of support from Supervisor/ Manager/
others.
Encourage mentees to support each other.
Pay more individual attention to the mentee.
The mentee needs specialised technical
information and advice in terms of career
opportunities, RPL-assessment opportunities,
etc.
Advise and guide the mentee as far as possible using the information collected (during the previous steps).
Refer the mentee to the Training/ HR Department, other relevant employees in the organisation, career counsellors, occupational therapists, etc.
Version 02: 2-Sep-13 Page | 38
Learner GuideMentoring and Coaching
October 2013
When or how often the mentee’s IDP will be reviewed.
The Mentor has to discuss
when or how often the IDP will be reviewed.
“We will review your IDP within six months or on an ad-hoc basis when required.”
Version 02: 2-Sep-13 Page | 39
Learner GuideMentoring and Coaching
October 2013
Aspects to be discussed
Notes and guidelinesExamples of what the Mentor
should say
The questions, inputs and/ or
concerns of the mentee.
Throughout the IDP-planning meeting, the Mentor has to give the mentee an opportunity to ask questions, discuss concerns and provide inputs.
“Is this clear to you?”
“Do you have any questions?”
“What concerns do you have?”
The mentee’s review of the IDP-planning meeting
as well as the mentee’s
agreement to his/ her IDP.
At the end of the IDP-planning meeting, the mentee has to indicate his/ her review of the meeting.
The mentee also has to indicate his/ her agreement to the IDP by
completing the relevant section(s) of the IDP and
signing it.
The Mentor also has to sign the IDP to indicate his/ her agreement thereto.
“If you do not have any further questions, please indicate your review of the IDP-planning meeting and also sign the IDP to indicate your agreement thereto.”
“You should also keep a copy of the above mentioned document in a save place so that you can refer to it when necessary.”
Version 02: 2-Sep-13 Page | 40
Learner GuideMentoring and Coaching
October 2013
1.5 Example of an IDPThe following is an example of an IDP that a Mentor compiled:
INDIVIDUAL DEVELOPMENT PLAN (IDP)
Time-frame January – June 2013
Mentor and mentee details
Mentee initials and surname L Lukhele Mentee ID number 45362376365
Mentor initials and surname C Hennings Mentor ID number 8583737373
Career, education and training profile of mentee
Current position Assistant Accountant
Career profile
Previous positions occupied
Time-frames during which positions were occupied
Payroll Clerk 2003 - 2007
Existing qualifications B Com Degree
Training interventions
attended
Budgeting skills
Finance for non-financial Managers
Time-management
Version 02: 2-Sep-13 Page | 41
The IDP is usually discussed and agreed on a bi-annual basis during January (for the period January to June) and during July (for the period July to December).
Learner GuideMentoring and Coaching
October 2013
Short term planning (i.e. next two years)
Career objective(s) of mentee Financial Manager
Planned training interventions to enable achievement of career objective(s)
Time-frames/ Target dates
Progress and corrective action
Planned education-type training interventions B Com Honours Degree 2013 - 2014
Planned training and development-type training interventions
On-job-training (budget planning and budget management) March – May 2013
Acting as Financial Manager/ Coaching in terms of Financial Manager-position January – June 2014
Version 02: 2-Sep-13 Page | 42
Education-type training interventions: Qualifications that is required for the protégé’s current and future position/ job,
Training-type training interventions: Skills programmes, short courses, on-job training/ coaching/ internships and conferences/ seminars/ workshops that is required for the mentee’s current position/ job.
Development-type training interventions: Skills programmes, short courses, on-job training/ coaching/ internships and conferences/ seminars/ workshops that is required for the mentee’s future position/ job.
Qualifications: These training interventions are usually offered by educational institutions (e.g. universities and colleges) and lead to the achievement of a national qualification (e.g. a Degree, Diploma or Certificate).
Skills programmes: (Also referred to as courses or learning programmes by training providers). These are training interventions that are based on unit standards that contribute to the achievement of national qualifications.
Short courses: These are training interventions that are not based on unit standards or training interventions that are based on unit standards that do not contribute to the achievement of a national qualification.
On-job training/ Coaching/ Internships: These are training interventions that take place in the workplace. One employee trains the mentee to perform certain tasks.
Conferences/ Seminars/ Workshops: These are one to three-day training interventions where certain topics are presented (often by various presenters/ speakers). These programmes are not based on unit standards or qualifications.
Learner GuideMentoring and Coaching
October 2013
Medium term planning (i.e. next three to five years)
Career objective(s) of mentee Senior Manager
Planned training interventions to enable achievement of career objective(s)
Time-frame/ Target date
Progress and corrective action
Planned education-
type training
interventions
MBA 2013 - 2015
Planned training
and developme
nt-type training
interventions
To be agreed
Version 02: 2-Sep-13 Page | 43
It may sometimes be very difficult to plan the training and development activities of mentees far ahead. In this case, the Mentor
and mentee agreed to address the planning at a later stage.
Learner GuideMentoring and Coaching
October 2013
Special needs and learning barriers/ support requirements of mentee
Special needs and learning barriers/
support requirements
Activities implemented to address the special needs and
learning barriers/ support requirements
Referrals made Progress and corrective action
Specialised advice in terms of career opportunities and training and RPL-assessment opportunities.
Provided information regarding career opportunities in the organisation and other related organisations.
Referred mentee to HR Department in terms of training and RPL-assessment opportunities.
Referred mentee to a career counsellor.
Negative feelings about being mentored.
Explained the mentoring process to the mentee.
Referred mentee to previous mentees so that they can share their experience of being mentored with the mentee.
Version 02: 2-Sep-13 Page | 44
This column will be completed on an ad-hoc basis as well as during the official review that will take place
during July 2013.
Learner GuideMentoring and Coaching
October 2013
Version 02: 2-Sep-13 Page | 45
Learner GuideMentoring and Coaching
October 2013
Mentee’s review of IDP-planning meeting AgreeDisagre
e
I agree/ disagree that the following aspects were discussed and agreed with me during the IDP-
planning meeting:
The purpose of the IDP-planning meeting and the Individual Development Plan (IDP).
The time-frame applicable to the IDP.
The strategic objectives of the organisation and how my career objectives align/ not to the strategic objectives of the organisation.
The organisation’s Education, Training and Development Policy.
When or how often my IDP will be reviewed.
My questions, inputs and/ or concerns.
The Mentor advised and supported me in a sensitive, caring and professional manner.
The advice and support given by the Mentor was sufficient and appropriate.
Agreement to IDP
Mentee signature L Lukhele Date 20/01/2013
Mentor signature C Hennings Date 20/01/2013
Mentee’s review of IDP-review meeting AgreeDisagre
e
I agree/ disagree that the following aspects were discussed and agreed with me during the IDP-
review meeting:
The purpose of the IDP-review meeting and the Individual Development Plan (IDP).
My questions, inputs and/ or concerns.
The Mentor advised and supported me in a sensitive, caring and professional manner.
The advice and support given by the Mentor was sufficient and appropriate.
Agreement to revised IDP
Mentee signature Date
Version 02: 2-Sep-13 Page | 46
Learner GuideMentoring and Coaching
October 2013
Mentor signature Date
Version 02: 2-Sep-13 Page | 47
Learner GuideMentoring and Coaching
October 2013
1.6 What should happen after the IDP-planning meeting?After the IDP-planning meeting, the Mentor has to do the following:
(If applicable) Obtain the inputs of the mentee’s Manager/ Supervisor (as well as the HR/ Training
Department) in terms of the mentee’s IDP and agree the necessary changes (if any) with the
mentee.
Give a copy of the finalised IDP to the mentee.
Monitor the implementation of the planned education, training and development-related
interventions reflected in the mentee’s IDP and guide and support the mentee where necessary.
Manage mentoring-related information (e.g. the mentee’s IDP) according to sound information-
management principles including maintaining the confidentiality of mentoring-related information
by
implementing access control procedures,
ensuring that only authorised people have access to information,
not discussing information regarding a mentee with any unauthorised person,
etc.
After the IDP-planning meeting, the mentee has to do the following:
Keep a copy of his/ her IDP (as received from the Mentor).
Implement the planned education, training and development-related interventions reflected in his/
her IDP.
Version 02: 2-Sep-13 Page | 48
Learner GuideMentoring and Coaching
October 2013
Learning Unit 6: Review the planned education, training and development of the mentee
After this learning unit, you will be able to:
1. Name the method(s) that the Mentor could use to review the mentee’s planned education, training
and development.
2. Describe the approach that the Mentor should have during the IDP-review meeting.
3. Name the aspects that the Mentor has to discuss with the mentee during the IDP-review meeting.
4. List the actions that the Mentor should follow after the IDP-review meeting to maintain the
confidentiality of mentoring-related information.
Version 02: 2-Sep-13 Page | 49
Learner GuideMentoring and Coaching
October 2013
1. Review the planned education, training and development of the mentee
During this step, the Mentor has to
review the planned education, training and development of the mentee.
1.1 What method(s) can the Mentor use to review the planned education, training and development of the mentee?The Mentor will usually conduct a meeting(s) with the mentee to review the planned education,
training and development of the mentee.
This is referred to as the IDP-review meeting.
1.2 What mentoring-related template/ form should the Mentor revise during the IDP-review meeting?The Mentor has to revise
(the mentee’s) (previously developed) Individual Development Plan (IDP)during the IDP-review meeting.
1.3 What approach should the Mentor have during the IDP-review meeting?The Mentor has to demonstrate a friendly and open approach by doing the following:
Minimise or eliminate distractions (e.g. by closing the door).
Greet the mentee (and introduce himself/ herself).
Act friendly and open and lead the discussion.
Encourage the mentee (e.g. by giving praise and recognition).
Demonstrate empathy i.e. demonstrate an understanding of the emotional reactions and needs of
the mentee without becoming emotionally involved.
Act firm i.e. when necessary, discourage attitudes and behaviour that are undesirable or
disruptive.
Version 02: 2-Sep-13 Page | 50
Learner GuideMentoring and Coaching
October 2013
Use open body language (e.g. sit next to the mentee during the meeting, ensure his/ her arms and
feet are not crossed, etc.).
Version 02: 2-Sep-13 Page | 51
Learner GuideMentoring and Coaching
October 2013
1.4 What should the Mentor discuss during the IDP-review meeting?The following table indicates the aspects that the Mentor has to discuss with the mentee during the
IDP-review meeting:
Aspects to be discussed
Notes and guidelinesExamples of what the Mentor
should say
The purpose of the IDP-review
meeting and the Individual
Development Plan (IDP).
The Mentor has to discuss the purpose of the IDP-review meeting i.e.
to review the planned education, training and development of the mentee and
to agree the mentee’s revised Individual Development Plan (IDP) with him/ her.
The Mentor has to explain that the mentee’s (previously developed) IDP will be revised during/ after the IDP-review meeting and that the mentee will receive a copy of his/ her revised IDP during/ at the end of the IDP-review meeting.
“The purpose of the IDP-review meeting is to review your planned education, training and development. The purpose of the IDP-review meeting is also to agree your revised IDP with you. ”
”The purpose of the IDP is to reflect
the aspects discussed with you during the IDP-review meeting,
your agreement to your development plan and
your evaluation/ review of the IDP-review meeting. ”
”We will revise your (previously developed) IDP during the meeting and during/ at the end of the meeting, you will receive a copy of your revised IDP. ”
The progress in terms of the
planned education,
training and development-type training interventions.
The Mentor has to discuss
the mentee’s progress in terms of the planned education, training and development-type training interventions reflected on the mentee’s (previously developed) IDP,
the problems that the mentee experienced in terms of the implementation of the planned education, training and development-type training interventions and
the corrective action that the Mentee has to implement to address the identified problems.
(Since the Mentor had to monitor the implementation of planned education, training and development-related interventions reflected in the mentee’s (previously developed) IDP, he/
“Did you implement the planned education, training and development-type training interventions reflected in your (previously developed IDP)? Did you implement the planned education, training and development-type training interventions within the agreed time-frames/ target dates?”
”What problems did you experience? ”
”I recommend that you implement the following corrective action to address these problems…”
Version 02: 2-Sep-13 Page | 52
Learner GuideMentoring and Coaching
October 2013
she should already be aware of any deviations that occurred.
Version 02: 2-Sep-13 Page | 53
Learner GuideMentoring and Coaching
October 2013
Aspects to be discussed
Notes and guidelinesExamples of what the Mentor
should say
The questions, inputs and/ or
concerns of the mentee.
Throughout the IDP-review meeting, the Mentor has to give the mentee an opportunity to ask questions, discuss concerns and provide inputs.
“Is this clear to you?”
“Do you have any questions?”
“What concerns do you have?”
The mentee’s review of the IDP-review
meeting as well as the mentee’s
agreement to his/ her revised IDP.
At the end of the IDP-review meeting, the mentee has to indicate his/ her review of the meeting.
The mentee also has to indicate his/ her agreement to his/ her revised IDP by
completing the relevant section(s) of the revised IDP and
signing it.
The Mentor also has to sign the revised IDP to indicate his/ her agreement thereto.
“If you do not have any further questions, please indicate your review of the IDP-review meeting and also sign the revised IDP to indicate your agreement thereto.”
”You should also keep a copy of the above mentioned document in a save place so that you can refer to it when necessary.”
Version 02: 2-Sep-13 Page | 54
Learner GuideMentoring and Coaching
October 2013
1.5 Example of a revised IDPThe following is an example of a revised IDP that a Mentor compiled:
INDIVIDUAL DEVELOPMENT PLAN (IDP)
Time-frame January – June 2013
Mentor and mentee details
Mentee initials and surname L Lukhele Mentee ID number 45362376365
Mentor initials and surname C Hennings Mentor ID number 8583737373
Career, education and training profile of mentee
Current position Assistant Accountant
Career profile
Previous positions occupiedTime-frames during which positions were occupied
Payroll Clerk 2003 - 2007
Existing qualifications B Com Degree
Training interventions
attended
Budgeting skills
Finance for non-financial Managers
Time-management
Version 02: 2-Sep-13 Page | 55
Learner GuideMentoring and Coaching
October 2013
Short term planning (i.e. next two years)
Career objective(s) of mentee Financial Manager
Planned training interventions to enable achievement of career objective(s)
Time-frames/ Target dates
Progress and corrective action
Planned education-
type training interventions
B Com Honours Degree 2013 – 2014 In progress.
Planned training and
development-type training interventions
On-job-training (budget planning and budget management) March – May 2013 Implemented.
Acting as Financial Manager/ Coaching in terms of Financial Manager-position January – June 2014
Version 02: 2-Sep-13 Page | 56
This column was completed during the IDP-review meeting.
Learner GuideMentoring and Coaching
October 2013
Medium term planning (i.e. next three to five years)
Career objective(s) of mentee Senior Manager
Planned training interventions to enable achievement of career objective(s)
Time-frame/ Target date
Progress and corrective action
Planned education-
type training interventions
MBA 2013 - 2015 In progress.
Planned training and
development-type training interventions
To be agreed
Version 02: 2-Sep-13 Page | 57
This column was completed during the IDP-review meeting.
Learner GuideMentoring and Coaching
October 2013
Special needs and learning barriers/ support requirements of mentee
Special needs and learning barriers/
support requirements
Activities implemented to address the special needs and
learning barriers/ support requirements
Referrals made Progress and corrective action
Specialised advice in terms of career opportunities and training and RPL-assessment opportunities.
Provided information regarding career opportunities in the organisation and other related organisations.
Referred mentee to HR Department in terms of training and RPL-assessment opportunities.
Referred mentee to a career counsellor.
Implemented – Mentee visited HR Department and career counsellor and received necessary information and guidance.
Negative feelings about being mentored.
Explained the mentoring process to the mentee.
Referred mentee to previous mentees so that they can share their experience of being mentored with the mentee.
Motivation of mentee improved, but discussions with previous mentees still need to take place.
Version 02: 2-Sep-13 Page | 58
This column was completed during the IDP-review meeting.
Learner GuideMentoring and Coaching
October 2013
Mentee’s review of IDP-planning meeting AgreeDisagre
e
I agree/ disagree that the following aspects were discussed and agreed with me during the IDP-
planning meeting:
The purpose of the IDP-planning meeting and the Individual Development Plan (IDP).
The time-frame applicable to the IDP.
The strategic objectives of the organisation and how my career objectives align/ not to the strategic objectives of the organisation.
The organisation’s Education, Training and Development Policy.
When or how often my IDP will be reviewed.
My questions, inputs and/ or concerns.
The Mentor advised and supported me in a sensitive, caring and professional manner.
The advice and support given by the Mentor was sufficient and appropriate.
Agreement to IDP
Mentee signature L Lukhele Date 20/01/2013
Mentor signature C Hennings Date 20/01/2013
Mentee’s review of IDP-review meeting AgreeDisagre
e
I agree/ disagree that the following aspects were discussed and agreed with me during the IDP-
review meeting:
The purpose of the IDP-review meeting and the Individual Development Plan (IDP).
My questions, inputs and/ or concerns.
The Mentor advised and supported me in a sensitive, caring and professional manner.
The advice and support given by the Mentor was sufficient and appropriate.
Agreement to revised IDP
Mentee signature L Lukhele Date 10/07/2013
Version 02: 2-Sep-13 Page | 59
Learner GuideMentoring and Coaching
October 2013
Mentor signature C Hennings Date 10/07/2013
Version 02: 2-Sep-13 Page | 60
Learner GuideMentoring and Coaching
October 2013
1.6 What should happen after the IDP-review meeting?After the IDP-review meeting, the Mentor has to do the following:
(If applicable) Obtain the inputs of the mentee’s Manager/ Supervisor (as well as the HR/ Training
Department) in terms of the mentee’s revised IDP and agree the necessary changes (if any) with
the mentee.
Give a copy of the revised IDP to the mentee.
Monitor the implementation of the planned (and revised) education, training and development-
related interventions reflected in the mentee’s revised IDP and guide and support the mentee
where necessary.
Manage mentoring-related information (e.g. the mentee’s revised IDP) according to sound
information-management principles including maintaining the confidentiality of mentoring-related
information by
implementing access control procedures,
ensuring that only authorised people have access to information,
not discussing information regarding a mentee with any unauthorised person,
etc.
After the IDP-review meeting, the mentee has to do the following:
Keep a copy of his/ her revised IDP (as received from the Mentor).
Implement the planned (and revised) education, training and development-related interventions
reflected in his/ her revised IDP.
Version 02: 2-Sep-13 Page | 61
Learner GuideMentoring and Coaching
October 2013
Learning Unit 7: Perform continuous mentoring-related activities
After this learning unit, you will be able to:
1. Describe the role of a Mentor as sponsor, teacher, ‘insider’, encourager and supporter and
counsellor and advisor.
Version 02: 2-Sep-13 Page | 62
Learner GuideMentoring and Coaching
October 2013
1. What continuous mentoring-related activities should the mentor perform?
The Mentor should, throughout the mentoring process, perform certain mentoring-related activities.
This includes the following sub-steps:
Act as sponsor, teacher, ‘insider’, encourager and supporter and counsellor and advisor to the
mentee.
Version 02: 2-Sep-13 Page | 63
Learner GuideMentoring and Coaching
October 2013
Activity 3
Reading by
learners
Group discussio
n
Group written exercise
Feedback by learners
Individual
written exercise
Role-play
X X X
1. Read the Learning Guide section/ card allocated to your group. When done, conduct a group
discussion in terms of the questions below. Record your joint response to the questions in the
space provided.
1.1 What is the role of the Mentor as a sponsor/ teacher/ ‘insider’/ encourager and supporter and
counselor and advisor?
1.2 Do you think the role of the Mentor as a sponsor/ teacher/ ‘insider’/ encourager and supporter and
counselor and advisor is important in your organisation? Why do you say so?
1.3 Do you/ Mentors in your organisation currently fulfill the role as sponsor/ teacher/ ‘insider’/
encourager and supporter and counselor and advisor? Why do you say so?
Version 02: 2-Sep-13 Page | 64
Learner GuideMentoring and Coaching
October 2013
2. Act as sponsor, teacher, ‘insider’, encourager and supporter and counsellor and advisor to the mentee
2.1 The Mentor as sponsorAs sponsor, the Mentor has to create opportunities for his/her mentee to
meet people and
be exposed to situations which may otherwise not be available.
This will enable the mentee to try new behaviours and skills which will lead to professional and
personal development. The Mentor will be able to create these opportunities as a result of his/her
position, contacts, associations, etc. inside and outside the organisation.
The Mentor should expose his/ her mentee to situations and people with a minimum of risk. The
opportunities which the Mentor creates must not damage the self-esteem of the mentee or ‘set the
mentee up for failure’. Rather, the Mentor should gradually expose the mentee to people and
situations as the mentee becomes comfortable and grows in self-esteem.
As sponsor, the Mentor must also ‘shield’ the mentee. This means that the Mentor must endorse and
protect the mentee.
Sponsorship also involves some risk to the Mentor. If the mentee performs poorly or misbehaves, it
could have a negative impact on the Mentor’s stature as well as the Mentor’s ability and willingness to
provide sponsorship in the future.
However, if the Mentor deals with the situation openly and sensitively and if the organisation
understands the roles of Mentors and mentees, the consequences should be minimised.
Version 02: 2-Sep-13 Page | 65
Learner GuideMentoring and Coaching
October 2013
2.2 The Mentor as teacherThe Mentor will usually not engage in formal, structured training (usually provided by Facilitators
during learning programmes) or coaching (usually provided by Coaches during coaching sessions) or
on-job-training (usually provided by a Supervisor or colleague).
In certain instances, mentoring could however involve the transfer of skills and knowledge from the
Mentor to the mentee. The mentee could, for example, need the inputs of the Mentor in terms of a
technical problem. The mentee can then ask the Mentor to share his/ her knowledge and experience
of the matter.
As teacher, the Mentor can also create opportunities during which the Mentor shares his/ her
knowledge and experience with his/ her mentee. The Mentor could, for example, schedule ‘training’
sessions on a monthly basis during which he/ she discusses
the current projects/ functions/ tasks of the mentee,
technical problems which the mentee experienced and
the actions which the mentee took to solve the problems.
The Mentor can then share his/ her (good or bad) experience related to the projects/ functions/ tasks
of the mentee.
2.3 The Mentor as ‘insider’The rules and inner workings of an organisation are not always apparent or explicitly stated in
organisational policies and procedures. Some things are only learnt by experience.
As ‘insider’ the Mentor should therefore provide his/ her mentee with crucial ‘inside information’ about
organisational politics and power.
This does not mean that the Mentor will gossip about matters; the objective will rather be for the
Mentor to guide his/ her mentee in terms of
values and behaviour which are acceptable in the organisation and
strategies for managing conflict which the mentee experience with other employees.
2.4 The Mentor as encourager and supporterA mentee will thrive if his/ her Mentor supports and encourages him/ her.
The Mentor should therefore ensure that he/ she
identifies when the mentee needs support and encouragement and
implements actions which is seen by the mentee as encouragement and support.
Version 02: 2-Sep-13 Page | 66
Learner GuideMentoring and Coaching
October 2013
2.5 The Mentor as counsellor and advisorEven though mentoring does not involve professional counselling, a situation could arise during which
it is necessary for the Mentor to counsel his/ her mentee.
Mentees are often at a stage of their careers where they experience stress, change in their personal
lives and change in their social lives. It will thus be natural for a mentee to approach his/ her Mentor
for counsel regarding personal matters. Because of his/ her experience, the Mentor could be able to
counsel his/ her mentee on these matters.
(When the level and nature of the special needs and learning barriers/ support requirements by the
mentee extends beyond the Mentor’s skills, knowledge and experience, the Mentor should rather refer
his/ her mentee.)
Version 02: 2-Sep-13 Page | 67
Learner GuideMentoring and Coaching
October 2013
Coaching
Version 02: 2-Sep-13 Page | 68
Learner GuideMentoring and Coaching
October 2013
Activity 4
Reading by
learners
Group discussio
n
Group written exercise
Feedback by learners
Individual
written exercise
Role-play
X X X
1. Find a partner and discuss the following questions with him/ her. Record your joint response to
the questions in the space provided.
1.1 Why do you coach employees in your organisation?
1.2 Who (i.e. what employees) do you coach?
1.3 How and when do you coach employees?
Version 02: 2-Sep-13 Page | 69
Learner GuideMentoring and Coaching
October 2013
Learning Unit 8: Coaching-related concepts
After this learning unit, you will be able to:
1. Demonstrate an understanding of coaching.
2. Name the advantages of coaching (as a training method).
Version 02: 2-Sep-13 Page | 70
Learner GuideMentoring and Coaching
October 2013
1. Coaching
1.1 What is coaching?Coaching is
a training method whereby
a less-skilled person (i.e. the learner) is
guided (on a one-on-one basis)
by a skilled person (i.e. the Coach)
to implement specific skills and knowledge
to be able to perform a certain task and sub-tasks according to certain performance standards/
assessment criteria.
1.2 Who coaches?
The person, who coaches others, is called a Coach.
1.3 Who is coached?
The person, who is coached, is usually referred to as a learner.
1.4 What are the advantages of coaching (as a training method)?Coaching has the following advantages (as a training method):
It is cost-effective and costs less to develop and implement than other training methods.
It is a flexible training method and can easily be modified as specifications, processes,
procedures, products and equipment change in the organisation.
It can easily be tailored to meet the needs and personal learning styles of individual learners.
It results in standardisation of procedures in the organisation i.e. all learners learn how to perform
tasks in the same way and according to the same performance standards/ assessment criteria.
Version 02: 2-Sep-13 Page | 71
Learner GuideMentoring and Coaching
October 2013
Learning Unit 9: Steps in the coaching process
After this learning unit, you will be able to:
1. Name the steps in the coaching process.
Version 02: 2-Sep-13 Page | 72
Learner GuideMentoring and Coaching
October 2013
1. Steps in the coaching processThe following diagram illustrates the steps in the coaching process:
Version 02: 2-Sep-13 Page | 73
Initiate the coach-learner relationship
(Learning Unit 10)
Identify the task that the learner must be able to perform
(Learning Unit 11)
Prepare the learner for the coaching(Learning Unit 12)
Conduct the coaching sessions(Learning Unit 13)
Learner GuideMentoring and Coaching
October 2013
Learning Unit 10: Initiate the coach-learner relationship
After this learning unit, you will be able to:
1. Demonstrate an understanding of the process whereby a coach-learner relationship is initiated.
Version 02: 2-Sep-13 Page | 74
Learner GuideMentoring and Coaching
October 2013
1. Initiate the coach-learner relationshipDuring the first step of the coaching process, the HR/ Training Department has to
initiate the coach-learner relationship.
1.1 What should the HR/ Training Department do to initiate the coach- learner relationship?The following diagram illustrates what the HR/ Training Department should do:
Step 1
Identify the Coach and the learner.
NotesThe HR/ Training Department will usually initiate the coach-learner relationship.
Who can be a Coach? Senior professional employees (e.g. Accountants, Engineers,
Technicians, HR Consultants, etc.). Senior trade workers (e.g. Carpenters, Mechanics, Electricians, etc.). Senior employees from other occupations (e.g. clerical workers, etc.). Supervisors and Managers. Employees from the HR/ Training Department.
Who can be a learner? New employees (including professionals and trade workers) who just
completed education-type training interventions i.e. qualifications. Employees who are busy with training interventions (e.g. qualifications,
skills programmes, short courses, etc.) Learners who are busy with Learnerships.
Step 2
‘Pair’ the Coach and the learner.
Step 3
Version 02: 2-Sep-13 Page | 75
Learner GuideMentoring and Coaching
October 2013
Orientate the Coach and the learner.
What aspects should the Coach and the learner be informed of during the orientation? The Coaching Policy of the organisation. The Coaching Procedure of the organisation (specifying roles and
responsibilities of Coaches and learners as well as time-frames for coaching-related activities).
Coaching-related templates/ forms (i.e. what templates/ forms exist, when it should be completed, how it should be completed, where and how it should be stored, etc.).
How, when and by whom coaching-related activities will be managed in the organisation.
Learning Unit 11: Identify the task that the learner must be able to perform
After this learning unit, you will be able to:
1. Identify the task and sub-tasks that a learner must be able to perform as well as the performance
standards/ assessment criteria that apply to the task.
Version 02: 2-Sep-13 Page | 76
Learner GuideMentoring and Coaching
October 2013
1. Identify the task that the learner must be able to performDuring this step, the Coach has to
identify the task that the learner must be able to perform.
As part of the process, the Coach has to compile
a Task summary
1.1 What should the Coach do to identify the task that the learner must be able to perform?The following diagram illustrates what the Coach should do:
Step 1
Identify the document(s) to be compiled i.e. a Task summary.
Step 2
Consult various sources.
Identify the task that learners
must be able to perform after the coaching as well as
the related sub-tasks of the task.
Use verbs and nouns (objects) to describe the task and sub-tasks that learners must be able to perform.
Record the identified task and sub-tasks on the Task summary.
What is a task?A task refers to an action that the learner must be able to perform/ what the learner must able to (physically) do (after the coaching).
Examples of a task Milk (verb) a cow (noun). Overhaul (verb) an engine (noun). Fit and wear (verb) safety equipment (noun). Compile (verb) a budget (noun).
What are sub-tasks?Sub-tasks refer to smaller steps or sub- steps of a task. It also refers to a smaller action that the learner must be able to perform/ what the learner must able to (physically) do (after the coaching).
Examples of sub-tasks (for ‘milk a cow’) Fetch (verb) the cow (noun). Prepare (verb) the cow (noun) for milking. Milk (verb) the cow (noun). Clean (verb) the work area and equipment (noun). Store (verb) the milk (noun).
What are possible sources that the Coach could consult to identify the task and sub-tasks? An (observation) checklist or logbook (developed by the HR/ Training
Department) that apply to the task. The unit standard that the coaching will be based upon i.e. the unit
standard that the learner will achieve after the coaching (and Version 02: 2-Sep-13 Page | 77
Learner GuideMentoring and Coaching
October 2013
assessment). The job description of the learner. Operating manuals that apply to the task. Organisational procedures that apply to the task.
NotesTo identify the sub-tasks of the task, the Coach should study the mentioned sources as it will usually provide ‘tips’ on what the sub-tasks could be. The Coach can also visualise someone demonstrating the task (e.g.visualising someone building a wall) to identify the sub-tasks of the task.
Terms like demonstrate an understanding of… ….are explained ….are described a comparison is made… knowing… distinguish between…are not an indication of a task or sub-tasks that learners must be able to perform as it reflect knowledge that the learner must be able to demonstrate (in order to perform a task or sub-tasks). The Coach should thus not consider these statements when identifying the task or sub-tasks that the learner must be able to perform.
Step 3
Consult various sources.
Identify the performance
standards/ assessment criteria that apply to the task that the learner must be able to perform after the coaching.
Record the identified performance standards/ assessment criteria on the Task summary.
What are performance standards/ assessment criteriaPerformance standards/ assessment criteria specify how a task has to be performed.It indicates how much, how and to what level of complexity a learner has to perform a task.
Examples performance standards/ assessment criteria Budget is compiled as per organisational template. Accurate calculations are reflected. Equipment is stored as per organisational procedures for safety and
house-keeping. Tools are used as per organisational procedures for safety. Safety requirements are met.
What are possible sources that the Coach could consult to identify the performance standards/ assessment criteria? An (observation) checklist or logbook (developed by the HR/ Training
Department) that apply to the task. The unit standard that the coaching will be based upon i.e. the unit
standard that the learner will achieve after the coaching (and assessment).
The job description of the learner. Operating manuals that apply to the task. Organisational procedures that apply to the task.
Version 02: 2-Sep-13 Page | 78
Learner GuideMentoring and Coaching
October 2013
1.2 Example of a Task summaryThe following is an example of a Task summary that a Coach compiled:
Task summary
Task Sub-tasks Performance standards/ assessment criteria
Build steel frame walls
Determine single wall size, size of steel frame components and layout.
Size of the single wall is accurately determined in accordance with specified requirements.
Size of steel frame components is accurately determined.
Prepare work area, identify and select appropriate tools, equipment and materials.
A level work area is prepared to the size of the walls. Appropriate tools, equipment and materials are
selected.
Cut, layout and fix steel frame to size.
Lengths of steel are cut in accordance with specified requirements.
Appropriate fixing material is selected. Provision is made for walls to remain safe and secure
against wind forces. Protect and treat steel
against corrosion. Appropriate paint material is selected and applied.
Select and install insulation.
Appropriate insulation material is selected. Insulation is installed in accordance with specified
requirements.
Erect and connect single wall components.
The level of the foundation (slab) is checked and is in accordance with specified requirements.
Damp proof course is applied in accordance with specified requirements.
Appropriate fixing materials are selected. Wall components are securely connected to each other.
Version 02: 2-Sep-13 Page | 79
Learner GuideMentoring and Coaching
October 2013
Activity 5
Reading by
learners
Group discussio
n
Group written exercise
Feedback by learners
Individual
written exercise
Role-play
X
1. Identify the task and sub-tasks that the (your) learner must be able to perform after the coaching. Use the template provided on the next page(s) to reflect the identified information.
2. Identify the performance standards/ assessment criteria that apply to the task. Use the template
provided on the next page(s) to reflect the identified information.
Version 02: 2-Sep-13 Page | 80
Learner GuideMentoring and Coaching
October 2013
Task summary
Task Sub-tasksPerformance standards/ assessment
criteria
Version 02: 2-Sep-13 Page | 81
Learner GuideMentoring and Coaching
October 2013
Learning Unit 12: Prepare the learner for the coaching
After this learning unit, you will be able to:
1. Name the method(s) that the Coach could use to prepare the learner for the coaching.
2. Describe the approach that the Coach should have during the pre-coaching meeting.
3. Name the aspects that the Coach has to discuss with the learner during the pre-coaching
meeting.
Version 02: 2-Sep-13 Page | 82
Learner GuideMentoring and Coaching
October 2013
1. Prepare the learner for the coaching During this step, the Coach has to
prepare the learner for the coaching.
1.3 What method(s) can the Coach use to prepare the learner for the coaching?
The Coach will usually conduct a meeting(s) with the learner(s) to prepare him/ her for the coaching.
This is referred to as the pre-coaching meeting.
1.4 When should the Coach prepare the learner for the coaching?
The Coaching Policy and Procedure of the organisation will specify time-frames for coaching
preparation-related activities.
Usually, however, the Coach will prepare the learner(s) for the coaching sessions at least one week
before the actual coaching.
1.3 What coaching-related template/ form should the Coach complete during the pre-coaching meeting?The Coach has to complete
a Coaching plan
during the pre-coaching meeting.
1.4 What approach should the Coach have during the pre-coaching
meeting?The Coach has to demonstrate a friendly and open approach by doing the following:
Minimise or eliminate distractions (e.g. by closing the door).
Greet the learner (and introduce himself/ herself).
Act friendly and open and lead the discussion.
Encourage the learner (e.g. by giving praise and recognition).
Demonstrate empathy i.e. demonstrate an understanding of the emotional reactions and needs of
the learner without becoming emotionally involved.
Version 02: 2-Sep-13 Page | 83
Learner GuideMentoring and Coaching
October 2013
Act firm i.e. when necessary, discourage attitudes and behaviour that are undesirable or
disruptive.
Use open body language (e.g. sit next to the learner during the meeting, ensure his/ her arms and
feet are not crossed, etc.).
1.5 What should the Coach discuss during the pre-coaching meeting?The following table indicates the aspects that the Coach has to discuss with the learner during the
pre-coaching meeting:
Aspects to be discussed
Notes and guidelinesExamples of what the Coach
should say
The purpose of the pre-coaching meeting and the Coaching plan.
The Coach has to discuss the purpose of the meeting i.e.
to prepare the learner for the coaching.
The Coach has to explain that the Coaching plan will be completed during/ after the meeting and that the learner will receive a copy of the Coaching plan during/ at the end of the meeting.
“The purpose of the pre-coaching meeting is to prepare you for the coaching that will be conducted. The purpose of the pre-coaching meeting is also to agree the Coaching plan with you.”
“The purpose of the Coaching plan is to reflect
the aspects discussed with you during the pre-coaching meeting and
your evaluation/ review of the pre-coaching meeting.”
“We will complete the Coaching plan during the meeting and at the end of the meeting, you will receive a copy of the Coaching plan.
The agreement to the coach-
learner relationship.
The Coach has to discuss
his/ her agreement to the coach-learner relationship and
the agreement of the learner to the coach-learner relationship.
“As you know, I was appointed as your Coach. I want to inform you that I accept (and welcome) this role. ”
”I would also like to know whether you accept this coach-learner relationship and whether you thus agree to my appointment as your Coach.”
The purpose and advantages of
coaching.
The Coach has to discuss
the purpose of coaching and
the advantages of coaching.
“If you thus agree to this relationship, I would like to discuss the purpose of coaching with you.”
”Organisation X implemented this coaching programme because….”
”Coaching has the following advantages (as a training method)….”
The task and sub-tasks that
The Coach has to discuss
the task that learners must
“This is your copy of the Task summary. It reflects the task that you must be able to
Version 02: 2-Sep-13 Page | 84
Learner GuideMentoring and Coaching
October 2013
the learner must be able to
perform after the coaching.
be able to perform after the coaching,
the related sub-tasks of the task as well as
the performance standards/ assessment criteria that apply to the task
(as reflected in the Coaching plan and Task summary).
perform after the coaching, the related sub-tasks and the performance standards/ assessment criteria that apply to the task. Let me explain it to you…”
Aspects to be discussed
Notes and guidelinesExamples of what the Coach
should say
The learner’s background and
work experience.
The Coach has to discuss
the learner’s background and
the learner’s work experience.
“I would like you to tell me more about your background. Where did you grow up? Where did you study? What were your favourite subjects? Why? Do you have a family? Are you staying with your family? ”
”What work experience do you have? What did you like/ dislike about your previous work? Why?”
The training needs of the
learner.
The Coach has to discuss
the training needs of the learner in terms of the task that the learner must be able to perform after the coaching.
Even if other role-players (e.g. the Supervisor/ Manager (of the learner)) already identified the training needs of the learner, the Coach has to provide an opportunity to the learner to identify his/ her own training needs in terms of the task that he/ she must be able to perform; the learner has to
feel that he/ she received an opportunity to influence the coaching and/ or
agree with the training needs that were identified.
“What training needs do you have in terms of the task:
What sub-tasks do you find difficult to perform?
What performance standards/ assessment criteria do you think you do not meet?”
“Your Supervisor/ Manager identified the following training needs… Do you agree with this?”
The work environment of
the learner.
The Coach has to identify the following aspects about the work environment of the learner:
Whether or not the learner will be supported in his/ her (own) work environment during the coaching.
The challenges that the learner could face in his/ her (own) work
“Will your Supervisor/ Manager support you during the coaching? “
“What challenges exist in your work environment that could affect the coaching? “
“Will you receive any opportunity to practice the task and sub-tasks? “
Version 02: 2-Sep-13 Page | 85
Learner GuideMentoring and Coaching
October 2013
environment during the coaching.
Whether or not the learner will receive an opportunity to practice the task and sub-tasks.
Version 02: 2-Sep-13 Page | 86
Learner GuideMentoring and Coaching
October 2013
Aspects to be discussed
Notes and guidelinesExamples of what the Coach
should say
Coaching session date(s), times and
venue(s).
The Coach has to discuss
the coaching session date(s),
times and
venue(s)
(as reflected in the Coaching plan).
“As you can see on the Coaching plan, coaching sessions will take place on the following dates and times and in the following venues…”
“During the first coaching session, you will learn the following sub task(s)…”
“During the next coaching session, you will learn the following sub-task…”
The resources that are required during
the coaching sessions.
The Coach has to discuss
the resources that are required during the coaching sessions and
whose responsibility it is to provide the resources
(as reflected in the Coaching plan and Task summary).
“The following resources are required during the different coaching sessions…”
“I will ensure that the following resources are available during the coaching sessions…”“You have to ensure that you bring the following resources to the coaching sessions….”
The special needs and learning
barriers of the learner as well as actions to address the special needs
and learning barriers of the
learner.
The Coach has to discuss
the special needs and learning barriers of the learner and
the actions that the Coach will take to address the special needs and learning barriers of the learner.
“What could prevent you from implementing your Coaching plan? In what way could I, or anyone else, be of assistance to you during the coaching?”
The special needs and learning
barriers of the learner as well as actions to address the special needs
and learning barriers of the
learner.
The Coach has to discuss
the special needs and learning barriers of the learner and
the actions that the Coach will take to address the special needs and learning barriers of the learner.
“What could prevent you from implementing your Coaching plan? In what way could I, or anyone else, be of assistance to you during the coaching?”
Version 02: 2-Sep-13 Page | 87
Learner GuideMentoring and Coaching
October 2013
Aspects to be
discussedNotes and guidelines
Examples of what the Coach should say
The special needs and
learning barriers of the learner as well as actions to address the
special needs and learning
barriers of the learner.
The Coach has to discuss
the special needs and learning barriers of the learner and
the actions that the Coach will take to address the special needs and learning barriers of the learner.
“What could prevent you from implementing your Coaching plan? In what way could I, or anyone else, be of assistance to you during the coaching?”
Special needs and learning barriers
What action should the Coach take?
Personal and social problems (e.g. financial
difficulties, family-related problems,
absence from work, withdrawal from the
coach-learner relationship,
depression, substance abuse, etc.).
Give some advice and share his/ her experience on how to deal with the problem.
Refer the learner to a psychologist, occupational therapists or social worker.
Lack of motivation.
Low self-confidence and poor self-image.
Encourage the learner(s) and compliment him/ her on his/ her skills, knowledge or willingness to continue with the assessment.
Bring the learner(s) into contact with other learners.
Negative feelings about the coaching.
Explain the benefits of coaching (e.g. career opportunities, etc.) to the learner.
Bring the learner into contact with other learners.
Lack of support from Supervisor/ Manager/
others.
Encourage learners to support each other.
Pay more individual attention to the learner who experiences problems.
Not being able to adhere to coaching
session dates.
Change the dates of coaching sessions where possible.
Deal with the matter as per the Coaching Policy and Procedure of the organisation.
Not pitching/ arriving late for coaching
sessions.
Change the times of coaching sessions where possible.
Version 02: 2-Sep-13 Page | 88
Learner GuideMentoring and Coaching
October 2013
Deal with the matter as per the Coaching Policy and Procedure of the organisation.
Aspects to be discussed
Notes and guidelinesExamples of what the Coach
should say
The rules that will apply during the
coaching sessions.
The Coach has to discuss
the rules that will apply during the coaching sessions (as reflected in the Coaching Policy and Procedure of the organisation).
“The following rules will apply during the coaching sessions:
You may not make or receive telephone calls during the coaching.
If you do not arrive on time for the coaching sessions,
…”
“The Coaching Policy and Procedure of the organisation further states that after you had three opportunities to practice the task (while I am coaching you), you have to perform the task according to the performance standards/ assessment criteria during a final demonstration. If you cannot perform the task according to the performance standards/ assessment criteria by …, the following rule will apply …”
What to do to prepare for the
coaching sessions.
The Coach has to discuss
(except for the resources already discussed) what the learner must bring with to the coaching sessions (e.g. stationery),
(if applicable) what the learner must wear during the coaching sessions (e.g. personal protective equipment (PPE)) and
what the learner must do to prepare for the coaching sessions (e.g. read certain procedure of the organisation or learner manuals).
“Please bring a notepad and pen to the coaching sessions so that you can make note when necessary.”
“You have to wear the following close during the first coaching session.”
“You have to read page ten to twenty of the learner manual before the second coaching session.”
The questions, inputs and/ or
concerns of the learner.
Throughout the meeting, the Coach has to give the learner an opportunity to ask questions, discuss concerns and provide inputs.
“Is this clear to you?”
“Do you have any questions?”
“What concerns do you have?”
Version 02: 2-Sep-13 Page | 89
Learner GuideMentoring and Coaching
October 2013
Aspects to be discussed
Notes and guidelinesExamples of what the Coach
should say
The learner’s review of the pre-coaching meeting
as well as the learner’s
agreement to his/ her Coaching
plan.
At the end of the pre-coaching meeting, the learner has to indicate his/ her review of the meeting.
The learner also has to indicate his/ her agreement to the Coaching plan by
completing the relevant section(s) of the Coaching plan and
signing it.
The Coach also has to sign the Coaching plan to indicate his/ her agreement thereto.
“If you do not have any further questions, please indicate your review of the pre-coaching meeting and also sign the Coaching plan to indicate your agreement thereto.”
“You should also keep a copy of the above mentioned document in a save place so that you can refer to it when necessary.”
Version 02: 2-Sep-13 Page | 90
Learner GuideMentoring and Coaching
October 2013
1.6 Example of a Coaching planThe following is an example of a Coaching plan that a Coach compiled:
COACHING PLAN
Learner initials and surname A Joubert
Learner ID number 45362376365
Coach initials and surname B Naidoo
Coach ID number 8583737373
Task that learner must be able to perform after
coaching
Milk a cow
Background and work experience of learner
Worked on farm for 2 years.
Did not milk cows.
Attended learning programme: Milking cows.
Training needs of learner
Prepare a cow for the milking process.
Milk a cow.
Perform administration related to milking a cow.
Work environment of learner
Work on farm.
Opportunity to practice is available.
No support from Manager.
Version 02: 2-Sep-13 Page | 91
Learner GuideMentoring and Coaching
October 2013
Sub-tasks that learner must be able to perform after coaching
Coaching date(s)
Time Venue Resources required
Prepare cow for milking.
22/05/2013
09:00 Farm-yard A
cow
hay
bucket
ointment
ropeMilk cow
Perform administration after milking process. 29/05/2013 10:00 Classroom A
log sheet (blank)
example of completed log sheet
pen and clipboard
Special need(s) and learning barrier(s) of learner
Actions to address special need(s) and learning barrier(s) of learner
No support from Manager.Coach will arrange that another Manager supports the learner during practices and will discuss the matter with the HR/ Training Department.
Version 02: 2-Sep-13 Page | 92
Coaching sessions can be arranged for different dates if necessary. Individual
coaching sessions must not be too long as learners will become tired. However, it
might not make sense to conduct separate coaching sessions as it will
waste resources, etc.
Learner GuideMentoring and Coaching
October 2013
Learner’s review of pre-coaching meetingAgre
eDisagre
e
I agree/ disagree that the following
aspects were discussed and agreed
with me during the pre-coaching meeting:
The purpose of the pre-coaching meeting and the Coaching plan.
The agreement to the coach-learner relationship.
The purpose and advantages of coaching.
The task and sub-tasks that the learner must be able to perform after the coaching.
The learner’s background and work experience.
The training needs of the learner.
The work environment of the learner.
Coaching session date(s), times and venue(s).
The resources that are required during the coaching sessions.
My special needs and learning barriers as well as actions to address my special needs and learning barriers.
The rules that will apply during the coaching sessions.
What to do to prepare for the coaching sessions.
My questions, inputs and/ or concerns.
Agreement to Coaching plan
Learner signature A Joubert Date 01/05/2013
Coach signature B Naidoo Date 01/05/2013
Version 02: 2-Sep-13 Page | 93
Learner GuideMentoring and Coaching
October 2013
1.7 What should happen after the pre-coaching meeting?After the pre-coaching meeting, the Coach has to
Give a copy of the finalised Coaching plan to the learner.
Give a copy of the finalised Coaching plan to the Supervisor/ Manager (of the learner) so that the
Supervisor/ Manager can ‘release’ the learner for the coaching sessions and support the learner
during the coaching.
Prepare for the coaching sessions as per the Coaching plan.
Manage coaching-related information (e.g. the Coaching plan) according to sound information-
management principles including maintaining the confidentiality of coaching-related information by
implementing access control procedures,
ensuring that only authorised people have access to information,
not discussing information regarding a learner with any unauthorised person,
etc.
After the pre-coaching meeting, the learner has to do the following:
Keep a copy of the Coaching plan (as received from the Coach).
Prepare for the coaching sessions as per the Coaching plan.
Version 02: 2-Sep-13 Page | 94
Learner GuideMentoring and Coaching
October 2013
Learning Unit 13: Conduct the coaching sessions
After this learning unit, you will be able to:
1. Name the phases of a coaching session.
2. Conduct the coaching sessions.
3. Explain the reason why the Coach should first give positive feedback to the learner after the
coaching sessions.
4. Name the methods that the Coach could use to monitor the learner’s progress during the
coaching sessions.
5. Explain the reason why the Coach should give a copy of the finalised Coaching report (including
Observation checklist) to the Supervisor/ Manager (of the learner) after conducting the coaching
sessions.
6. List the actions that the Coach should follow after the coaching sessions to maintain the
confidentiality of coaching-related information.
Version 02: 2-Sep-13 Page | 95
Learner GuideMentoring and Coaching
October 2013
1. Conduct the coaching sessionsDuring this step, the Coach has to
conduct the coaching sessions.
As part of the process, the Facilitator has to compile
a Coaching report (including Observation checklist).
1.1 What should the Coach do to conduct the coaching sessions?The following diagram illustrates what the Coach should do:
Step 1
Identify the document(s) to be compiled i.e. a Coaching report (including Observation checklist).
Version 02: 2-Sep-13 Page | 96
Learner GuideMentoring and Coaching
October 2013
Step 2
Consider the phases of a coaching session.
Per coaching session, identify
the most appropriate sequencing of phases of the coaching session i.e. identify the sequence in which the phases should be applied during the coaching session.
What are the phases of a coaching session? An ‘explanation by the Coach’ phase i.e. a phase during which the Coach has to
explain the task, sub-tasks and performance standards/ assessment criteria to the learner.
A ‘demonstration by the Coach’ phase during which the Coach has to demonstrate the task and sub-tasks to the learner.
A ‘checking the knowledge and understanding of the learner’ phase during which the Coach has to check the knowledge and understanding of the learner.
A ‘demonstration by the learner (practice)’ phase during which the Coach has to provide an opportunity to the learner to demonstrate the task and sub-tasks i.e. practice the task and the sub-tasks.
A ‘feedback to the learner’ phase during which the Coach has to provide feedback to the learner in terms of the learner’s performance.
What options are available in terms of the sequencing of phases of a coaching session?
Option 1 Option 2 Option 3 Option 4
Demonstration by the Coach
Explanation by the Coach
Demonstration by the learner
(practice)
Checking the knowledge and
understanding of the learner
Explanation by the Coach
Demonstration by the Coach
Feedback to the learner
Demonstration by the learner
(practice)
Checking the knowledge and understanding of the learner
Checking the knowledge and understanding of the learner
Demonstration by the Coach
Explanation by the Coach
Demonstration by the learner
(practice)
Demonstration by the learner
(practice)
Explanation by the Coach
Demonstration by the Coach
Feedback to the learner
Feedback to the learner
Checking the knowledge and
understanding of the learner
Checking the knowledge and
understanding of the learner
(Final) Demonstration by the learner
Final demonstration by the learner
Demonstration by the learner
(practice)
Demonstration by the learner
(practice)
Version 02: 2-Sep-13 Page | 97
Learner GuideMentoring and Coaching
October 2013
(Final) Feedback to the
learner
(Final) Feedback to the
learner
(Final) Feedback to the
learner
Feedback to the learner
What factors should the Coach consider to identify the most appropriate sequencing of phases? The learning style of the learner. If the learner has an active, participative
learning style, the Coach should first provide an opportunity to the learner to do a demonstration or answer some questions i.e. select Option 3 or 4; if the learner likes to discuss the theory of a matter, the Coach has to select Option 2.
The safety risk of the task and related sub-tasks. If the task or sub-task has a high safety risk i.e. it is dangerous to perform because the learner (or someone else) could be injured, the Coach should not use Option 3.
Waste factors. If materials, etc. will be wasted if a task or sub-tasks are not performed correctly from the start, the Coach should use Option 1 and 2 instead of Options 3 and 4.
The availability of time. If time is limited, the Coach should use Option 1 and 2 instead of Option 3 and 4.
The experience of the learner. If the learner has no experience in terms of the task or sub-tasks, the Coach should use Option 1 and 2 instead of Option 3 and 4; if the learner has a lot of experience, the Coach has to use Option 3 and 4.
Step 3
Demonstrate a friendly and open approach throughout the coaching session.
What should the Coach do to demonstrate a friendly and open approach? Minimise or eliminate distractions (e.g. by closing the door). Act friendly and open and lead the coaching session. Encourage the learner (e.g. by giving praise and recognition). Demonstrate empathy i.e. demonstrate an understanding of the emotional
reactions and needs of the learner without becoming emotionally involved. Act firm i.e. when necessary, discourage attitudes and behaviour that are
undesirable or disruptive. Use open body language (e.g. ensure his/ her arms and feet are not crossed,
etc.). Use appropriate language and tone of voice. Use words that are used in the
industry. Speak slowly and clearly. Make regular eye contact with the learner. Use the learner’s name when talking to him/ her.
Version 02: 2-Sep-13 Page | 98
Learner GuideMentoring and Coaching
October 2013
Step 4
Conduct the identified first phase of the coaching session (as per the identified sequence of phases) (e.g. the ‘explanation by the Coach’ phase).
What should the Coach do and say during the ‘explanation by the Coach’ phase?
What should the Coach do? What should the Coach say?
Encourage the learner to take notes where applicable and practical.
“Please take notes during my explanation.”
Explain the purpose of the task and how it ‘fits in with ‘the bigger picture’. (The learner must understand the relation between the task that he/ she must be able to perform and other organisataional processes that affects and is affected by the task).
“The purpose of this task is … It forms part of the ... process. Before this task, … is performed by … After this task, ...”
Give a handout to the learner (e.g. the relevant organisational procedure, a flow chart, operating manuals, etc.), refer the learner to a learner manual or draw a flow chart on a flip-chart or piece of paper. (The handout should give an overall ‘picture’ of the steps that the learner should perform during the task.)
n.a.
Refer the learner to the appropriate point in the handout, learner manual, etc. and explain the sub-tasks in a logical sequence. Begin with the first sub-task, followed by the second sub-task, etc.
“To perform this task, you must firstly ..., then …, then …“
Check whether the learner understands the sub-tasks by asking questions.
“What is the first thing that you have to do when …? What must you do after that?”
Refer the learner to the appropriate point in the handout, learner manual, etc. and explain the detail of every sub-task. This means that the Coach has to explain the following: What sub-tasks must be performed. How it should be performed i.e. the
performance standards/ assessment criteria that apply to the task (and sub-tasks).
Why the learner has to perform sub-tasks in a certain way.
What tools, equipment, etc. the learner has to use during the specific sub-tasks. (The Coach has to point at the various tools and equipment and name it so that the learner can associate the tools or equipment with the name of the tools or equipment.)
What the learner should do if something goes wrong when performing the sub-tasks.
What safety procedures apply to the sub-tasks.
“When you prepare your working area, you must be careful not to ...”“To perform this sub-task, you must use ...”“You have to … because it will ensure/ prevent that ...”“If you do not …, ... could happen.”“To perform this sub-task, you must use ... This is a … It has a sharp edge and is different from … in the following ways …”“If … happens, you can do the following. If the problem continues, you have to ...”“Ensure that … is place. You have to first ... before …”
Allow the learner to ask questions and motivate the learner to ask questions.
“What questions do you have?”
Version 02: 2-Sep-13 Page | 99
Learner GuideMentoring and Coaching
October 2013
Step 5
Conduct the identified next phase of the coaching session (as per the identified sequence of phases) (e.g. the ‘demonstration by the Coach’ phase).
What should the Coach do and say during the ‘demonstration by the Coach’ phase?
What should the Coach do? What should the Coach say?
Ensure that all the necessary resources required during the coaching session are available and ready for use.
n.a.
Ensure the learner is able to see the sub-tasks that are demonstrated. (If possible, the learner should not stand directly opposite the Coach as the learner could get confused between left-hand and right-hand actions; it is best for the learner to stand beside the Coach.)
n.a.
Remind the learner of the sub-tasks that he/ she has to perform (as
explained during the previous phase of the coaching session) and
the reason for performing the sub-tasks in a certain way
and then demonstrate every sub-task to the learner while explaining it.
“If you can remember, I explained that, to perform this task, you must firstly …., then..., then...”Remember, you have to … because it will ensure/ prevent that…….”
Use the right tools and equipment in the right way during the demonstration, n.a.
Were applicable, first demonstrate how to use a specific tool before demonstrating a sub-task during which the specific tool is required.
n.a.
Demonstrate the sub-tasks at the correct speed. n.a.
Use real materials where possible. n.a.
Demonstrate what the learner has to do if something goes wrong (e.g. what should the learner do if a tool breaks during a task, etc.).
n.a.
Ensure the safety of the learner, others and the plant at all times. (It is better to stop a demonstration than to endanger anyone’s life).
n.a.
Allow the learner to ask questions and motivate the learner to ask questions.
“What questions do you have?”“One of the questions, which learners usually ask is, ...”
Summarise the sub-tasks and highlight important points. n.a.
Version 02: 2-Sep-13 Page | 100
Learner GuideMentoring and Coaching
October 2013
Step 6
Conduct the identified next phase of the coaching session (as per the identified sequence of phases) (e.g. the ‘checking the knowledge and understanding of the learner’ phase).
What should the Coach do and say during the ‘checking the knowledge and understanding of the learner’ phase?
What should the Coach do? What should the Coach say?
Ask the learner to explain the sub-tasks in sequence in his/ her own words.
“Please, in sequence, name (and explain) the sub-tasks that you have to perform when performing the task.”
Praise the learner where appropriate and remind him/ her of the sub-tasks where necessary.
“Yes, that’s correct.”“Well done.”“Good.”“Wonderful, just remember that ...”
Ask questions to verify that the learner knows and understands the sequence of the sub-tasks as well as the performance standards/ assessment criteria that apply to the task (and sub-tasks).
“What will you do if …?”“What should you do when …?”“Why must you …?”“Why do you …?”“Where do you …?”
Version 02: 2-Sep-13 Page | 101
Learner GuideMentoring and Coaching
October 2013
Step 7
Conduct the identified next phase of the coaching session (as per the identified sequence of phases) (e.g. the ‘demonstration by the learner (practice)’ phase).
What should the Coach do and say during the ‘demonstration by the learner’ phase?
What should the Coach do? What should the Coach say?
Give an opportunity to the learner to practice the task immediately after or as soon as possible after his/ her demonstration (i.e. the demonstration by the Coach).
n.a.
Remind the learner that he/ she is present to help and assist the learner. (The learner could be very nervous to perform the task while the Coach is watching.)
“Remember, this is a practice and I will assist you where necessary during your demonstration.”
Tell the learner how many opportunities he/ she has to demonstrate (i.e. practice) the task. (The learner will be more focused if he/ she knows that he/ she must be able to perform the task after two or three attempts.)
“You have three opportunities to practice while I am present. Thereafter ...”“You will have one opportunity to perform the task today. Thereafter …”
Ask the learner to demonstrate the task and sub-tasks.
“You now have to demonstrate the following task to me ...”
Remind the learner that he/ she will watch (observe) the learner while demonstrating the task and inform the learner when he/ she will give feedback to the learner.
“I will observe your demonstration and after performing the task (including all sub-tasks), I will give you feedback on your performance”
Ask the learner to explain what he/ she is doing while doing it. Also ask the learner to explain why he/ she is doing something. (This will help the learner to remember the performance standards/ assessment criteria that apply to the task (and sub-tasks.))
“During the demonstration, you have to explain what you are doing and why you are doing it. You have to, for example say:’ I am doing this calculation because …”
Ensure that he/ she can clearly see what the learner is doing without ‘watching over the learner’s shoulder’.
n.a.
Observe the demonstration by the learner in terms of the following: Did the learner perform all the sub-tasks? Were the sub-tasks performed in the right
sequence? Did the learner perform the sub-tasks at the
right speed? Did the learner perform the sub-tasks in the
correct way (according to the performance standards/ assessment criteria)?
Did the learner use the correct tools, equipment, etc. in the correct way?
n.a.
In the beginning, acknowledge it if the learner performs the sub-tasks correctly.
“Good.”“That’s right.”“Go on.”
Version 02: 2-Sep-13 Page | 102
Learner GuideMentoring and Coaching
October 2013
What should the Coach do? What should the Coach say?
Allow the learner to demonstrate the sub-tasks at a slow speed in the beginning. n.a.
Do not allow the learner to take ‘shortcuts’. (The learner will experience problems at a later stage if he/ she does not learn to perform all sub-tasks in the correct sequence and according to the performance standards/ assessment criteria.)
n.a.
Remember that he/ she is coaching the learner and not assessing the learner or trying to ‘catch the learner out’. (The Coach’s responsibility is to help the learner to perform the task correctly and therefore the learner will rely on the Coach for encouragement, support and correction.)
n.a.
If the learner makes a mistake that: will affect the steps that follow, is not safe i.e. which endangers someone’s life
or the plant, will result in unnecessary waste of materials,
or shows that the learner really does not know
how to perform the task,stop the learner and immediately give feedback to the learner on his/ her performance. After the feedback, ask the learner to demonstrate the task and sub-tasks again.
“John, you can stop the demonstration now. I will give you some feedback and thereafter, you may continue with the second demonstration/ practice.””I noticed that you did … during the demonstration. What could be the effect if you do …? What else should you have done? What should you have done differently? ””You therefore have to do ... instead of … if …””Let’s try again.”
Ask the leaner to demonstrate what he/ she will do if something goes wrong during a task (e.g. if a tool breaks, etc.)
“Please demonstrate to me what you will do if ...”
Ask the knowledge questions reflected on the Observation checklist and record the learner’s answers on the Observation checklist.
n.a.
Complete the rest of the Observation checklist to reflect the observations made during the demonstration by the learner.
n.a.
Version 02: 2-Sep-13 Page | 103
Learner GuideMentoring and Coaching
October 2013
Step 8
Conduct the identified final phase of the coaching session (as per the identified sequence of phases) i.e. the ‘feedback to the learner’ phase.
What should the Coach do and say during the ‘feedback to the learner’ phase?
What should the Coach do? What should the Coach say?
Ask the learner for feedback in terms of his/ her demonstration.
“What was good or bad about your demonstration?”“What did you do correctly?”“What steps did you forget to perform?”“What sub-tasks did you perform correctly?”“What sub-tasks did you not perform correctly?”
Use the Observation checklist and the notes that he/ she made during the previous phase to give specific feedback to the learner. Give feedback in terms of the following: Did the learner perform all the sub-
tasks? Were the sub-tasks performed in the
right sequence? Did the learner perform the sub-tasks
at the right speed? Did the learner perform the sub-tasks
in the correct way? Did the learner use the correct tools,
equipment, etc. in the correct way?
“In terms of your demonstration: That was excellent!”“Good, Peter!”“You did follow the right sequence when performing the sub-tasks.”“You unfortunately did not remember to ...”“Remember to, in future, also …”“I am sure that, if you practice, you will get it right next time.”
Start with the positive and then move on to the sub-tasks that were not performed or that were not performed according to the performance standards/ assessment criteria. (If the Coach does not start with the positive, it could de-motivate the learner.)
Give recognition; if the learner did something well, praise him/ her. (This will lead to further success and the learner will feel good about himself/ herself.)
Agree on further action (e.g. an additional session(s), formal assessment, etc.)
“You now have to study your learner manual and thereafter we can arrange another coaching session.”“Well done! I will recommend that you continue with formal assessment in terms of this task.”“Because this was your third attempt to perform the task and you were not successful at it, we have to deal with the matter as per the Coaching Policy and Procedure of the organisation which states that …”
Version 02: 2-Sep-13 Page | 104
Learner GuideMentoring and Coaching
October 2013
What should the Coach do? What should the Coach say?
Discuss the questions, inputs and/ or concerns of the learner.
“Is this clear to you?”“Do you have any questions?”“What concerns do you have?”
Discuss the learner’s review of the coaching feedback meeting as well as the learner’s agreement to his/ her Coaching report (including Observation checklist).
“If you do not have any further questions, please indicate your review of the coaching feedback meeting and also sign the Coaching report (including Observation checklist) to indicate your agreement thereto.”“You should also keep a copy of the above mentioned document in a save place so that you can refer to it when necessary.”
Complete the rest of Coaching report (including Observation checklist) and sign it to indicate his/ her agreement thereto.
n.a.
Version 02: 2-Sep-13 Page | 105
Learner GuideMentoring and Coaching
October 2013
1.2 Example of a Coaching report (including Observation checklist)The following is an example of a Coaching report (including Observation checklist) that a Coach
compiled:
COACHING REPORT (INCLUDING OBSERVATION CHECKLIST)
Learner initials and surname A Joubert
Learner ID number 456789123
Coach initials and surname B Naidoo
Coach ID number 756478484
Task that learner must be able to perform after coaching
Milk a cow
Version 02: 2-Sep-13 Page | 106
Learner GuideMentoring and Coaching
October 2013
OBSERVATION CHECKLIST
Sub-tasks
Performance standards/ assessment criteria
Coach observations/ remarks
or XKnowledge questions
Model answers
Learner answers
or X
Prepare cow for milking.
Necessary equipment is prepared.
What equipment must you prepare?
Bucket, rope, stool.
Cow is fetched.
Cow is fed. Clean and dry hay is used. Two bunches are supplied.
Hay was not clean and dry. X Why must you feed
the cow?
Distracts cow during the milking process.
Cow’s legs are tied. Double-knot used.
Did not use double-knot. X Why must the cow’s legs be tied? To avoid injury.
Question not answered.
X
What will you do if the cow does not allow you do tie its legs?
Stroke cow, first milk another cow and then return to original cow.
Hands washed.
Why is it necessary to wash your hands before you milk the cow?
Hygiene – to avoid germs spreading.
Ointment applied to udder. X
Milking equipment attached as per organisational procedure.
Did not check that equipment was attached properly.
X
Version 02: 2-Sep-13 Page | 107
Learner GuideMentoring and Coaching
October 2013
Version 02: 2-Sep-13 Page | 108
Learner GuideMentoring and Coaching
October 2013
Sub-tasksPerformance
standards/ assessment criteria
Coach observations/ remarks
or XKnowledge questions
Model answers
Learner answers
or X
Milk cow.
Safety procedures are applied. Stood clear of cow’s legs.
Safety procedures applied.
Why must you stand clear of the cow’s leg during milking?
To avoid injury. To avoid injury.
Cow is handled without injury and with respect.
Communication with Supervisor is effective. Spoke clearly.
Milking equipment is removed as per organisational procedure.
Perform administration after milking
process.
Quantities are accurately captured on log sheet.
Cow condition accurately captured on log sheet.
Cow condition not captured. X
Version 02: 2-Sep-13 Page | 109
Learner GuideMentoring and Coaching
October 2013
Recommended further action
I hereby recommend that the learner:
(If ready for formal assessment) Continues with formal assessment.
(If not ready for formal assessment) Continues with an additional coaching session(s).
(If not ready for formal assessment) Be re-trained in the above task before continuing with the coaching.
Feedback from Coach
Accurately performed the following sub-task: Milk cow.
Other sub-tasks were not performed according to the performance standards/ assessment criteria.
Learner’s review of coaching/ coaching feedback
Agree Disagree Remarks
The Coach was supportive during the coaching sessions.
I agree/ disagree with the coaching feedback.
Additional remarks by learner:
Agreement to coaching feedback
Learner signature A Joubert Date 30/05/2013
Assessor signature B Naidoo Date 30/05/2013
Version 02: 2-Sep-13 Page | 110
Learner GuideMentoring and Coaching
October 2013
1.2 What should happen after the coaching sessions were conducted?After the coaching sessions were conducted, the Coach has to
Give a copy of the finalised Coaching report (including Observation checklist) to the learner.
Give a copy of the finalised Coaching report (including Observation checklist) to the Supervisor/
Manager (of the learner) so that the Supervisor/ Manager is aware of and can monitor the
progress of the learner in terms of the implementation/ performance of the task that the learner
must be able to perform after the coaching.
(If applicable) Prepare for the additional coaching session(s) to be conducted as per the
Coaching report (including Observation checklist).
Manage coaching-related information (e.g. the Coaching report (including Observation checklist))
according to sound information-management principles including maintaining the confidentiality of
coaching-related information by
implementing access control procedures,
ensuring that only authorised people have access to information,
not discussing information regarding a learner with any unauthorised person,
etc.
After the pre-coaching meeting, the learner has to do the following:
Keep a copy of the Coaching report (including Observation checklist) (as received from the
Coach).
(If applicable) Prepare for the additional coaching session(s) to be conducted as per the Coaching
report (including Observation checklist).
Prepare for the coaching sessions as per the Coaching plan.
Version 02: 2-Sep-13 Page | 111
Learner GuideMentoring and Coaching
October 2013
Activity 6
Reading by
learners
Group discussio
n
Group written exercise
Feedback by learners
Individual
written exercise
Role-play
X X X
1. Select two people from your group to conduct a role-play. (One person will play the role of ‘the
Coach’ and another person will play the role of ‘the learner’ during a ‘coaching session’ during the
role-play. ‘The Coach’ has to conduct one of the phases of a ‘coaching session’ during the role-
play.). (If applicable) ‘The Coach’ has to complete ‘the learner’s’ Coaching report (including
Observation checklist) (available on the next pages) during and after the ‘coaching session’.
2. Observe the phases of the ‘coaching session’ that takes place between ‘the Coach’ and ‘the
learner’. (The purpose of the ‘coaching session’ is to coach the learner.) Make notes on the
effectiveness of the ‘coaching session’ by using the Observation checklist provided on the next
page(s).
3. As a group, discuss the effectiveness of the ‘coaching session’ that took place.
Version 02: 2-Sep-13 Page | 112
Learner GuideMentoring and Coaching
October 2013
Observation checklist: Conducting the coaching sessions
Phase
Did the Coach… or X
All
phas
es
Minimise or eliminate distractions (e.g. by closing the door).
Act friendly and open and lead the coaching session.
Encourage the learner (e.g. by giving praise and recognition).
Demonstrate empathy i.e. demonstrate an understanding of the emotional reactions and needs of the learner without becoming emotionally involved.
Act firm i.e. when necessary, discourage attitudes and behaviour that are undesirable or disruptive.
Use open body language (e.g. ensure his/ her arms and feet are not crossed, etc.).
Use appropriate language and tone of voice. Use words that are used in the industry. Speak slowly and clearly.
Make regular eye contact with the learner.
Use the learner’s name when talking to him/ her.
Version 02: 2-Sep-13 Page | 113
Learner GuideMentoring and Coaching
October 2013
Phase
Did the Coach… or X
‘Exp
lana
tion
by th
e C
oach
’ pha
se
Encourage the learner to take notes where applicable and practical.
Explain the purpose of the task and how it ‘fits in with ‘the bigger picture’. (The learner must understand the relation between the task that he/ she must be able to perform and other organisataional processes that affects and is affected by the task).
Give a handout to the learner (e.g. the relevant organisational procedure, a flow chart, operating manuals, etc.), refer the learner to a learner manual or draw a flow chart on a flip-chart or piece of paper. (The handout should give an overall ‘picture’ of the steps that the learner should perform during the task.)
Refer the learner to the appropriate point in the handout, learner manual, etc. and explain the sub-tasks in a logical sequence. Begin with the first sub-task, followed by the second sub-task, etc.
Check whether the learner understands the sub-tasks by asking questions.
Refer the learner to the appropriate point in the handout, learner manual, etc. and explain the detail of every sub-task. This means that the Coach has to explain the following:
What sub-tasks must be performed.
How it should be performed i.e. the performance standards/ assessment criteria that apply to the task (and sub-tasks).
Why the learner has to perform sub-tasks in a certain way.
What tools, equipment, etc. the learner has to use during the specific sub-tasks. (The Coach has to point at the various tools and equipment and name it so that the learner can associate the tools or equipment with the name of the tools or equipment.)
What the learner should do if something goes wrong when performing the sub-tasks.
What safety procedures apply to the sub-tasks.
Allow the learner to ask questions and motivate the learner to ask questions.
Version 02: 2-Sep-13 Page | 114
Learner GuideMentoring and Coaching
October 2013
Phase
Did the Coach… or X
‘Dem
onst
ratio
n by
the
Coa
ch’ p
hase
Ensure that all the necessary resources required during the coaching session are available and ready for use.
Ensure the learner is able to see the sub-tasks that are demonstrated. (If possible, the learner should not stand directly opposite the Coach as the learner could get confused between left-hand and right-hand actions; it is best for the learner to stand beside the Coach.)
Remind the learner of
the sub-tasks that he/ she has to perform (as explained during the previous phase of the coaching session) and
the reason for performing the sub-tasks in a certain way
and then demonstrate every sub-task to the learner while explaining it.
Use the right tools and equipment in the right way during the demonstration,
Were applicable, first demonstrate how to use a specific tool before demonstrating a sub-task during which the specific tool is required.
Demonstrate the sub-tasks at the correct speed.
Use real materials where possible.
Demonstrate what the learner has to do if something goes wrong (e.g. what should the learner do if a tool breaks during a task, etc.).
Ensure the safety of the learner, others and the plant at all times. (It is better to stop a demonstration than to endanger anyone’s life).
Allow the learner to ask questions and motivate the learner to ask questions.
Summarise the sub-tasks and highlight important points.
‘Che
ckin
g th
e kn
owle
dge
and
unde
rsta
ndin
g of
the
lear
ner’
phas
e
Ask the learner to explain the sub-tasks in sequence in his/ her own words.
Praise the learner where appropriate and remind him/ her of the sub-tasks where necessary.
Ask questions to verify that the learner knows and understands the sequence of the sub-tasks as well as the performance standards/ assessment criteria that apply to the task (and sub-tasks).
Version 02: 2-Sep-13 Page | 115
Learner GuideMentoring and Coaching
October 2013
Phase
Did the Coach… or X
‘Dem
onst
ratio
n by
the
lear
ner (
prac
tice)
’ pha
se
Give an opportunity to the learner to practice the task immediately after or as soon as possible after his/ her demonstration (i.e. the demonstration by the Coach). (The longer the time between the demonstration by the Coach and the demonstration by the learner, the bigger the chance that the learner will forget what he/ she saw and heard.)
Remind the learner that he/ she is present to help and assist the learner. (The learner could be very nervous to perform the task while the Coach is watching.)
Tell the learner how many opportunities he/ she has to demonstrate (i.e. practice) the task. (The learner will be more focused if he/ she knows that he/ she must be able to perform the task after two or three attempts.)
Ask the learner to demonstrate the task and sub-tasks.
Remind the learner that he/ she will watch (observe) the learner while demonstrating the task and inform the learner when he/ she will give feedback to the learner. (The Coach could ask the learner to perform every sub-task and then give feedback on the performance of the learner or ask the learner to demonstrate the task (including all sub-tasks) and then give feedback to the learner).
Ask the learner to explain what he/ she is doing while doing it. Also ask the learner to explain why he/ she is doing something. (This will help the learner to remember the performance standards/ assessment criteria that apply to the task and sub-tasks.)
Ensure that he/ she can clearly see what the learner is doing without ‘watching over the learner’s shoulder’.
Observe the demonstration by the learner in terms of the following:
Did the learner perform all the sub-tasks?
Were the sub-tasks performed in the right sequence?
Did the learner perform the sub-tasks at the right speed?
Did the learner perform the sub-tasks in the correct way (according to the performance standards/ assessment criteria)?
Did the learner use the correct tools, equipment, etc. in the correct way?
In the beginning, acknowledge it if the learner performs the sub-tasks correctly.
Allow the learner to demonstrate the sub-tasks at a slow speed in the beginning.
Do not allow the learner to take ‘shortcuts’. (The learner will experience problems at a later stage if he/ she does not learn to perform all sub-tasks in the correct sequence and according to the performance standards/ assessment criteria.)
Remember that he/ she is coaching the learner and not assessing the learner or trying to ‘catch the learner out’. (The Coach’s responsibility is to help the learner to perform the task correctly and therefore the learner will rely on the Coach for encouragement, support and correction.)
Version 02: 2-Sep-13 Page | 116
Learner GuideMentoring and Coaching
October 2013
Version 02: 2-Sep-13 Page | 117
Learner GuideMentoring and Coaching
October 2013
Phase
Did the Coach… or X
‘Dem
onst
ratio
n by
the
lear
ner (
prac
tice)
’ pha
se (c
ont.) If the learner makes a mistake that:
will affect the steps that follow,
is not safe i.e. which endangers someone’s life or the plant,
will result in unnecessary waste of materials, or
shows that the learner really does not know how to perform the task,
stop the learner and immediately give feedback to the learner on his/ her performance. After the feedback, ask the learner to demonstrate the task and sub-tasks again.
Ask the leaner to demonstrate what he/ she will do if something goes wrong during a task (e.g. if a tool breaks, etc.)
Ask the knowledge questions reflected on the Observation checklist and record the learner’s answers on the Observation checklist.
Complete the rest of the Observation checklist to reflect the observations made during the demonstration by the learner.
‘Fee
dbac
k to
the
lear
ner’
phas
e
Ask the learner for feedback in terms of his/ her demonstration.
Use the Observation checklist and the notes that he/ she made during the previous phase to give specific feedback to the learner. Give feedback in terms of the following:
Did the learner perform all the sub-tasks?
Were the sub-tasks performed in the right sequence?
Did the learner perform the sub-tasks at the right speed?
Did the learner perform the sub-tasks in the correct way (according to the performance standards/ assessment criteria)?
Did the learner use the correct tools, equipment, etc. in the correct way?
Start with the positive and then move on to the sub-tasks that were not performed or that were not performed according to the performance standards/ assessment criteria.
Give recognition; if the learner did something well, praise him/ her. (This will lead to further success and the learner will feel good about himself/ herself.)
Agree on further action (e.g. further coaching, formal assessment, etc.)
Complete the Coaching report (including Observation checklist).
Version 02: 2-Sep-13 Page | 118
Learner GuideMentoring and Coaching
October 2013
COACHING REPORT (INCLUDING OBSERVATION CHECKLIST)
Learner initials and surname
Learner ID number
Coach initials and surname
Coach ID number
Task that learner must be able to perform after coaching
Version 02: 2-Sep-13 Page | 119
Learner GuideMentoring and Coaching
October 2013
OBSERVATION CHECKLIST
Sub-tasks
Performance standards/ assessment
criteria
Coach observations/ remarks
or XKnowledge questions
Model answers
Learner answers
or X
Version 02: 2-Sep-13 Page | 120
Learner GuideMentoring and Coaching
October 2013
Version 02: 2-Sep-13 Page | 121
Learner GuideMentoring and Coaching
October 2013
Sub-tasks
Performance standards/ assessment
criteria
Coach observations/ remarks
or XKnowledge questions
Model answers
Learner answers
or X
Version 02: 2-Sep-13 Page | 122
Learner GuideMentoring and Coaching
October 2013
Version 02: 2-Sep-13 Page | 123
Learner GuideMentoring and Coaching
October 2013
Recommended further action
I hereby recommend that the learner:
(If ready for formal assessment) Continues with formal assessment.
(If not ready for formal assessment) Continues with an additional coaching session(s).
(If not ready for formal assessment) Be re-trained in the above task before continuing with the coaching.
Feedback from Coach
Learner’s review of coaching/ coaching feedback
Agree Disagree Remarks
The Coach was supportive during the coaching sessions.
I agree/ disagree with the coaching feedback.
Additional remarks by learner:
Agreement to coaching feedback
Learner signature
Date
Coach signature
Date
Version 02: 2-Sep-13 Page | 124
Learner GuideMentoring and Coaching
October 2013
Self-assessment/ Self-reflection
1. What are the steps in the mentoring process?
2. What changes are required in your organisation regarding the identification and ‘pairing’ of
Mentors and mentees?
3. What changes are required in your organisation regarding the implementation of the other steps
in the mentoring process?
4. What mentoring-related templates should be used during the mentoring process?
5. What changes are required in your organisation regarding mentoring-related templates?
Version 02: 2-Sep-13 Page | 125
Learner GuideMentoring and Coaching
October 2013
6. What are the steps in the coaching process?
7. What changes are required in your organisation regarding the identification and ‘pairing’ of
Coaches and learners?
8. What changes are required in your organisation regarding the implementation of the other steps
in the coaching process?
9. What coaching-related templates should be used during the coaching process?
10. What changes are required in your organisation regarding coaching-related templates?
Version 02: 2-Sep-13 Page | 126