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| Category | CMI Level 7 Assignment examples | Subject | Management |
|---|---|---|---|
| University | Level 7 Leadership Coaching and Mentoring | Module Title | 7020V1 – Leadership coaching and mentoring skills |
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The returns to coaching in the workplace can be very direct to the employees who undergo coaching, which then lead to some indirect returns to the business. We have uncovered the various advantages of coaching at the workplace below, divided into the advantages to businesses and the advantages to the employees, so that you can better understand why coaching at the workplace is gaining popularity amongst both large and small businesses.
Coaching in the workplace has several advantages that carry positive implications for the development and prosperity of your business:
Enhances Retention and decreases turnover of Employees.
Through effective coaching instrumentation in the work environment, there are higher chances that you will retain your workers. This can be attributed to the fact that when employees feel that they are part and parcel of the organisation, they will feel that commitment in one way or another, like obtaining quality coaching in the working environment, and thus they will be committed to your business.
Greater Employee Engagement.
Through the provision of coaching at the workplace, your employees will feel that they are a part of the process and participating in discussing their potential and performance. Through this, they get more attached to the work that they are doing, and hence, they get more engaged.
Not only is this good for your business, engagement being associated with high productivity, but it can also serve to improve your work culture and improve both internal and client relationships.
Boosts Productivity
This was brought to the fore by a study carried out by Harvard Business Review research, which indicated that coaching could increase productivity by up to 44%. Workplace coaching enables employees to access every part of their professional life, enabling them to have a better grasp of how they can improve. By doing so, the employees become more job-satisfied and motivated, which results in better productivity. When your team is in a highly productive state, this is very beneficial to your business.
Benefits to Employees
To put it into perspective, the Institute of Coaching found out that more than 70 per cent of individuals who undergo coaching have found the coaching helpful in various ways, including experiencing better performance in their workplaces, better communication capabilities and building stronger relationships. Some of the most remarkable advantages of employees undergoing coaching are as follows.
Better Communication Proficiencies.
Through good coaching, employees are able to dwell on the manner in which they can communicate in different situations and how they can be made better. In case they are not comfortable with some forms of communication or are not used to communicating in some circumstances, this can be focused on and discussed during workplace coaching.
Not only this, but also coaching in organisations may contribute to the development of relationships in a working environment because it could be utilised to improve communication skills that are directly correlated with team building and teamwork. Another important communication skill is conflict resolution that may help to solve conflicts in a team setting and establish a more solid connection between team members.
Better Job Satisfaction
Sitting down and negotiating what they are strong at and weak at, along with what their goals and objectives are in their position, they will feel listened to and feel that they are an important and valuable member of your team who you have a vested interest in helping them to succeed.
Improves Confidence
Workplace coaching has the potential of improving employee productivity. The ability to have discussions reflecting on the strengths and achievements of the employees implies that the former is able to realise how the actions of the latter positively affect the company, which they may not necessarily do daily.
Through this, they feel that they have the capability to do their job. This also enhances the autonomy among employees who come to realise when they do something wrong and accept accountability.
Answer:
The following are seven effective mentoring rewards that can help your employees grow their careers and work towards your business objectives:
1. Affordable talent management.
Among the biggest benefits of mentoring programmes is that they are cost-effective. Mentoring needs little investment in terms of funds as compared to the formal training and development programmes. It exploits the available talent in the organisation, hence a sustainable and cost-effective method of developing talent.
2. Personalised strategy towards sustainable development.
Mentoring gives a personalised learning and development process. Mentors are able to modify their mentoring to suit the individual requirements of a mentee, and this means that skills and career growth can be personalised. This personalised strategy will make sure that one gets the help and direction that will be the most applicable to their objectives.
3. Sharing knowledge to create a prosperous organisation.
Mentoring is an effective knowledge-sharing tool. It helps in imparting management knowledge, best practices, and industry experience to new employees through some of the seasoned employees. Such knowledge sharing is not only beneficial to the mentees but also assists organisations in retaining important know-how.
4. The fulfilling effect of mentoring.
Mentoring relationships are very rewarding to both mentors and their mentees. Mentors feel fulfilled when they help others to grow, and the mentees gain the wisdom and experience of the experienced professionals. Such fulfilling experiences lead to an increase in the level of job satisfaction and engagement.
5. Improved company culture
The mentoring programme can contribute greatly in terms of company culture. It creates an atmosphere of support, teamwork, and lifelong learning. Those employees who attend mentoring programmes tend to score higher on job satisfaction and a sense of belonging to the organisation, and this causes a better workplace culture.
Mentoring may also be valuable in enhancing diversity and inclusion by providing the service of mentors with diverse backgrounds to mentees. It may also assist in dismantling the barriers and developing a more inclusive working environment.
Answer:
Coaching programmes are significant in assisting organisations to attain their business goals. When the coaching is strategised and oriented towards organisational objectives, it leaves individual development behind and provides contributions to the business. The following is an evaluation of the role of coaching programmes in facilitating the main business goals.
Enhancement of performance is one of the primary business goals of an organisation. Coaching programmes assist the employees to know their strengths, weaknesses and areas of development. During the frequent coaching discussions, one becomes clear on the expectation and is given assistance on skill improvement.
Consequently, the employees will become more productive and focused, which directly contributes to organisational performance goals of increased output, improved quality of work and deadlines.
A large number of organisations are trying to establish effective internal leadership pipelines. The use of coaching programmes is very effective in preparing future and present leaders. The coaching aspect of leadership is self-awareness, emotional intelligence, and people management, which are essential in leadership.
This assists the organisation in saving recruitment expenses and minimising the risks of leadership gaps.
This is one of the business goals of employee retention, particularly in competitive job markets. Coaching programmes demonstrate to the employees that the organisation is investing in them and their long-term development.
Reduced turnover of employees will enable the organisations to save on the costs of recruitment and training of employees, and at the same time, it will save them the knowledge and experience that is beneficial to the business.
4. Promoting organisational development and change management.
Some of the business changes include restructuring, digital transformation or expansion. Coaching programmes serve employees and leaders through such change, supporting them to adjust to the changes and stay strong.
In order to achieve business objectives, effective communication is required. The coaching programmes assist individuals to become better listeners, better feedbackers, and improve their interpersonal skills. This results in improved cross-team and departmental working.
Answer:
Mentoring programmes contribute towards business goals in terms of assisting organisations in building talent, knowledge retention and enhancing performance over the long term. Mentoring helps in continuous personal and professional growth, unlike coaching that is short-term and does not help in the growth of employees and the organisation.
Employee development is one of the business goals that is achieved through mentoring. Mentors give their experience, understanding and real-life knowledge to mentees and ensure that they gain skills that are applicable in their work. This enhances productivity in the job and equips employees to handle increased responsibility in the future to sustain the ability of the workforce and development.
Leadership and succession planning can also be achieved through mentoring programmes. Organisations are able to create future leaders through the process of matching the less experienced employees with the senior leaders. This decreases the use of external recruitment and has continuity in leadership. It also aids in passing organisational knowledge, which is paramount in occurrences where senior employees retire or move away.
Employee engagement and retention are another key business goal. Mentoring also establishes good working relationships and offers mentorship and guidance to employees. Employees will remain with an organisation when they feel appreciated and encouraged. The increased retention will assist in the costs of recruitment and training, and a certain level of stability within the teams.
Mentoring, too, can facilitate organisational culture and values. Mentors serve as role models who support anticipated conduct, ethical values, and firm principles. This assists in maintaining a coherent and favourable work environment that is congruent with business objectives.
Finally, mentoring programmes enable business goals as they build talent, enhance retention, reinforce leadership pipelines, and maintain organisational knowledge. Mentoring is a potent business success driver when it is closely related to organisational strategy.
Answer:
In order to make coaching and mentoring programmes successful, uniform, and ethical, organisations must establish clear guidelines and protocols on the basis of accepted theory and best practice. The guidelines are useful in setting expectations among the various players and aid in the attainment of the business goals.
The programme must possess a well-defined objective to organisational objectives, which include leadership development, performance enhancement or retention of talent. Having clear goals makes coaching and mentoring activities focused and measurable.
The coaches and mentors are supposed to be chosen on the basis of experience, skills, and credibility. Coaches must be good listeners, questioners, and not only good feedbackers, but mentors must be relevant about organisational knowledge. Participants must be matched carefully, keeping in view the development needs, personality and professional background, with the aim of developing trust and effectiveness.
Accepted models on which programmes can be developed should include:
Good procedures should be set in the area of confidentiality, limits and professional conduct. The participants are supposed to act ethically, including ethical guidelines that are advanced by professional organisations, to win trust and psychological safety.
The relationships between the coach, mentor, and the participant should be clearly spelt out with respect to how often they will be having the meetings, as well as the nature of commitment and the duration of the relationship. This is beneficial in the control of expectations and accountability.
The programme should be designed to review the progress against objectives through regular reviews. The participants should be able to give feedback on how to improve the programme and make a constant development of the programme.
Answer:
Effective and trusted coaching and mentoring programmes should be informed by a transparent and common ethical framework in order to work in an organisation. Ethics give limits, safeguard all the participants and make coaching and mentoring relations professional, just and in line with organisational values.
A systematic short- to medium-duration process enabling people to enhance performance and attain certain objectives by talking to them and asking questions, as well as reflecting and making plans, can be described as coaching.
According to writers like Clutterbuck and Megginson, mentoring is a more extended relationship of development in which one person who is more experienced helps another one in personal and professional development by sharing knowledge, insight, and experience.
Although there is a difference in styles between coaching and mentoring, both demand good ethical principles so as to achieve trust, credibility, and capability.
Answer:
A leadership and management change is one of the main implications on an organisational level. Coaching promotes a more supportive and developing as opposed to a strictly directive style. Active listening, effective questioning, and positive feedback are some of the coaching behaviours that managers must embrace. This cultural change might be challenging and might need alterations in the existing managerial practices.
The other effect of coaching is on the organisational culture. Once the coaching integration has been effective, it fosters openness, trust, accountability and lifelong learning. Nevertheless, without such clear communication or support at the senior leadership level, coaching can be perceived as not consistent or effective.
One more organisational implication is the issue of governance and alignment. This needs to have clear structures to make coaching work in line with business goals, HR policies and performance management systems. In the absence of this congruence, coaching has the potential to be torn or disengaged with organisational priorities.
The coaching would need a time investment in terms of resources. The coaches and participants require coaches to have time to coach, prepare and reflect. This may have short-term workload and productivity impacts.
Financial implications are also possible. Examples of things that organisations can invest in as regards coaching are external coaches, internal coach training, supervision, and evaluation of coaching programmes. Although coaching might prove to be very economical in the long run, the initial cost has to be paid off.
Moreover, coaching needs competency and resources. These involve training managers as coaches, ethical guidelines, tools and systems in evaluating effectiveness and results.
Answer:
Sharing of knowledge and experience is one of the organisational implications of mentoring. Mentoring facilitates the passing of tacit knowledge from experienced employees to less experienced employees. This would particularly be useful in succession planning, as well as organisational memory. Nonetheless, organisations should not make extensive mentoring too rigid, but at the same time should make it flexible enough to ensure consistency.
Mentoring is another factor that affects organisational culture. When there is a high mentoring culture, collaboration, trust, and learning among levels of the organisation are promoted. The old workers are role models who strengthen the organisational values and behaviours. Otherwise, however, mentoring may result in favouritism or uneven experiences for the mentees.
A second implication is that there should be proper governance. To avoid dependency or abuse of influence in mentoring relationships, organisational roles and responsibilities, boundaries, and ethical expectations should be defined.
Mentoring is a time-consuming process, especially when senior staff form a major mentoring group. This can affect their working responsibility and load. Organisations should appreciate mentoring as an activity that is administered and not an informal or optional activity.
It can also be associated with financial and administrative expenses such as programme design, training of mentors, coordination and monitoring. Mentoring may be cheaper than external coaching, but it still must be invested in with the aim of ensuring quality and sustainability.
Further, the support structures in mentoring, including the matching process, guideline materials, and review systems, are needed to ensure effectiveness and equity.
Answer:
Resistance at an organisational level is usually fuelled by the lack of awareness of what coaching is and its value addition. This barrier can be defeated through a clear connection between coaching and business goals, including the aspects of better performance, leadership development, and employee engagement of employees. Coaching behaviours are more likely to be credible and accepted when the top managers are the main proponents and role models of such behaviours.
Effective communication is also required. Organisations need to define the role of coaching, its integration in the current systems, and its success. Evidence, pilot programme outcomes, case studies, etc., can be useful in proving value and alleviating scepticism.
The other method of minimising resistance is the integration of coaching within organisational processes, e.g. leadership development programmes and performance reviews, instead of viewing it as an activity.
At a personal level, resistance can be based on the fear of being judged, lack of confidence or perception of coaching as a performance management instrument. This can be countered by telling him clearly that coaching is an educational process and not a punitive one, and confidentiality will be honoured.
Resistance is also minimised by giving people choice and participation. Giving the employees a chance to establish their goals in addition to contributing to the coaching process enhances ownership and motivation.
Developing coach credibility is also significant. Empathy, excellent listening abilities, and professionalism by coaches contribute to the development of trust and psychological safety, which leads to engagement.
Answer:
Organisational and individual resistance to implementing mentoring programmes mostly comes as a result of resource pressures, time-related factors and doubts about benefits. To address this resistance, the change management of mentoring initiatives must be effectively changed through proper models and effective communication.
Resistance at an organisational level is usually created because of anxiety about staff time, pressures at work and the expense of training and administration. Top executives might ask themselves whether mentoring presents an incremental value over operational priorities.
On a one-on-one level, the prospective mentors can be reluctant because of time constraints, apprehension of being overburdened, or not knowing whether they are competent or not. Mentees can lack clarity regarding what mentoring entails or be afraid of being judged or labelled as somebody who needs it.
Resistance to change can be overcome with change models.
Resource-related resistance can be minimised through proper planning of staff coverage, training and administration budgeting and ensuring that the housekeeping expenses are kept at a minimum. Good communication at the time of launch and even promotion assists in creating credibility and participation.
Answer:
An organisation needs a well-planned and systematic approach in order to successfully implement a coaching programme within the organisation. The following implementation plan will make sure that coaching can be integrated into business goals, adequately resourced, and entrenched in organisational culture.
Step 1: Purpose and business need.
The initial one is the clear articulation of the purpose of introducing the coaching programme. This can be in the form of leadership development, performance improvement, change support or coaching culture. Senior leadership should agree on clear objectives and translate them directly at the organisational level in relation to organisational strategy.
Step 2: Senior leadership support.
Top management must show its visible encouragement. The leaders will need to be informed about the advantages of coaching and role-model the coaching behaviours. With their assistance, there is less resistance and credibility is enhanced throughout the organisation.
Step 3: Determine coaching strategy and area:
The organisation should make a choice to use:
The programme scope should also be outlined, target groups (e.g. senior leaders, managers, high-potential employees) and anticipated time should be included.
Step 4: Resource and budget allocation.
The resources should be scheduled in advance, such as:
Step 5: Establish rules and code of ethics.
There should be clear guidelines on confidentiality, roles, responsibilities, boundaries and use of identified coaching models like GROW. This will provide consistency, professionalism and trust.
Step 6: Coaching programme: Pilot programme.
With a small group of people, a pilot programme will need to be implemented to test processes and get some feedback. The programme can be refined using the lessons learned and then rolled out on a larger scale.
Step 7: Promote and initiate the programme
The programme must be effectively disseminated throughout the organisation with a clear explanation of why it is important, the benefits, as well as the way employees can access it. Communication helps to engage and minimise misunderstanding.
Step 8: Evaluate, monitor and entrench coaching
Feedback, progress against objectives and business outcomes should be used to carry out regular reviews. Leadership development and performance processes should include successful coaching practices.
Answer:
1. Find a sponsor for the mentoring programme: One of the top executives will be chosen as the programme sponsor. The sponsor will offer strategic leadership, raise resources and encourage mentoring throughout the organisation. They will be seen to be on their side, and this will lead to the establishment of credibility and less resistance.
2. Set clear objectives: The mentoring programme objectives will also be established clearly and made to match the business objectives. These may include:
3. Concur resource needs and business strategy: The sources will be identified and endorsed, which will include:
4. Develop mentoring policy, procedures and framework: A mentoring model will be created, which will entail:
5. Write mentor and mentee roles descriptions: Role descriptions will be clear and detail the expectations, responsibilities, time commitment and boundaries. This is used to manage expectations, as well as accountability.
6. Devise a communication plan: A communication strategy will be developed to elaborate on the purpose, merits, and design of the mentoring programme. This will contain the launch messages, frequently asked questions and continuous updates to make participation and engagement a priority.
7. Implement the mentoring program: The internal communication and leadership approval will be used to formally introduce the programme. This can be in the form of a briefing or orientation.
8. Profiling and matching of mentors and mentees: Mentors and mentees will be picked depending on the experience, areas of development, and availability. Good relationships will be facilitated with the help of a structured matching process.
9. On-job training and support: The mentors and mentees will be trained in mentoring skills, boundaries, and expectations. Constant help and advice will be available during the programme.
10. Hypermarkets, review, and assessment: Milestones will be reviewed regularly. To determine how the individual development and the organisation's goals have been influenced, feedback will be gathered to guide the continuous improvement.
Answer:
Creating a coaching culture implies that the behaviours of coaching (including active listening, open questioning, feedback, and reflection) are ingrained in the practices of leadership and management. This affects an organisation in a broad ramification, either negative or difficult, which ought to be critically reviewed.
Accountability and better performance are some of the significant effects of a coaching culture. The employees are also urged to own their goals and development as opposed to being guided by the managers. This results in improved decision-making and long-term performance enhancement.
Leadership performance is also facilitated by a coaching culture. The behaviours of coaching make the managers more friendly and accommodating, which enhances trust and participation in the teams. This usually leads to an improvement in the working relationships and employee motivation.
The other important influence is on employee engagement and retention. Job satisfaction is boosted when a person feels that they are heard and supported. This minimises turnover, assists organisations in retaining skilled and experienced employees, which directly affects the costs and organisational stability positively.
In coaching cultures, there is also the promotion of life-long learning and flexibility. Relationships between employees and the organisation can also be more flexible and adaptable to feedback and changes, which leads to the organisation becoming less vulnerable to the unpredictable times of uncertainty or change.
Although these are the advantages, a coaching culture has its challenges as well. It involves heavy expenditure of time and resources, especially in training managers, as well as time to conduct coaching conversations. Certain managers might be unable to abandon the old-fashioned command and control leadership styles.
Inconsistency is also a possibility, with coaching being practised on a high level in one case and a low level in another. The culture will not embed completely without effective leadership dedication and focus.
All in all, the effects of instilling a coaching culture are mostly positive as long as they are properly planned and backed. Although it has short-term costs and behaviour issues, the long-term performance, engagement, leadership abilities and adaptability benefits outweigh the shortcomings. A coaching culture enhances sustainable organisational performance and growth in the long run.
Answer:
Culture within an organisation can be said to mean the way things are done around here. Other writers like Schein use terms like culture to refer to a set of values, beliefs and behaviours that characterise how individuals work together. Handy and Morgan also point out that culture determines the style of leadership, communication and learning in organisations.
Mentoring culture is where knowledge sharing, support and long-term development are ingrained in the day-to-day organisational life, as opposed to these formal programmes.
Enhanced ability and knowledge transfer are two of the important influences of a mentoring culture. The experienced employees assist others by mentoring and learning together, eliminating the skill gaps so that organisational competence is enhanced. This will be useful, especially in succession planning and leadership development.
Employee engagement and retention are also supported by a mentoring culture. The employees are made to feel important and encouraged, hence loyalty and turnover are minimised. This effect can be quantified through comparison of the baseline data, like retention rates, internal promotion levels, or the outcome of the engagement survey before and after the implementation of the mentoring.
Organisational values and behaviours are also reinforced through mentoring cultures. Mentors serve as role models, they enforce expected standards, ethical behaviour and cultural norms. In the long-run, this brings about more uniformity among the teams and departments.
The impact needs to be demonstrated through clear means of evaluation. The performance improvement cycle may be applied by defining the development requirements, implementing mentoring support, examining the progress, and assessing the results.
Impact may also be assessed in terms of:
Creating benchmarked measures before implementation will provide a basis for comparison and will also aid in showing change over time.
Challenges and limitations: It may be difficult to directly relate mentoring and performance outcomes because the benefits are likely to be long-term. Impact may also be constrained by inconsistent participation or failure to support with leadership.
Comprehensively, mentoring culture positively influences organisational performance, involvement and competence in the long term. Although gauging the impact involves meticulous planning, mentoring is worth the cultural investment in the long-term, as it has long-term benefits such as the sharing of knowledge and people development.
Answer:
Good communication and people-development skills are crucial in coaching. Evaluation of my current skills helps determine my strengths and areas for improvement to support my coaching practice.
Communication skills: Active listening is one of my main strengths. My emphasis does not lie on providing solutions but comprehending what the person is saying. This assists in building trust and fosters open debate. My questions are also open-ended and not direct; these types of questions are beneficial in terms of reflection and assisting the individuals in exploring their own options.
I am also fine with giving constructive feedback in a balanced and supportive manner. I seek to be understandable, sincere, and respectful, and this is suitable for coaching principles. Nevertheless, I understand that I occasionally should permit more silence in the conversations since it may promote self-reflection and in-depth thinking in the coachee.
People development skills: I have been involved in assisting others in setting goals and development planning, which is a prerequisite in coaching. I can assist people in recognising their developmental requirements and dividing objectives into steps that can be undertaken. Another leadership style I engage in is accountability through checking progress and reflection.
It is based on my support of empowerment and self-belief because I concentrate on making people find their own answers instead of giving answers directly. Nonetheless, I realise that I need to learn more about the various learning styles and the impact of these styles on the development of individuals.
Self-reflection and introspection: To become more effective, I tend to reflect on my interactions and ask my colleagues to provide feedback. This reflective practice promotes the ongoing enhancement and is in line with the established coaching practice.
Answer:
Mentoring is dependent on good communication and people development skills. An evaluation of my existing skills can explain how I can guide mentees and enhance my practice as a mentor.
Communication skills: One of my strong points in the practice of mentoring is effective listening. My attention is on the life of the mentee, his/her perceptions, and visions, and that ensures trust and a free conversation. Another question I ask is clarifying and probing ones, which assist mentees to think about what has happened and discuss the possible solutions by themselves.
I believe I will be able to offer positive advice and criticism in a non-critical manner. I will strive to be encouraging and truthful at the same time without making mentees feel discouraged about what they can do to improve themselves. The first improvement is the ability to modify my communication style to the various mentees, including the personalisation of feedback to their personality or learning style.
People development skills: I have also worked with individuals in career planning, skills building and goal setting that is associated with the concept of mentoring. I also encourage mentees to be in charge of their own development and investigate viable methods of realising their aspirations.
I also work on confidence and motivation, which assist mentees in having self-belief and resilience. One of the aspects of development that I have noticed is that I need to work on leading mentees through more complicated organisational tasks, which can only happen with additional knowledge about systems, processes, and leadership dynamics.
Self-reflection and introspection: I look back at the mentoring sessions to determine the effectiveness of the session and how it could have been better. I am also open to feedback from mentees, and it allows me to change my approach and become more effective with time.
Answer:
Development need:
Although my active listening and questioning skills are good, there is a need to enhance my skills of adapting communication style to match other personalities and learning preferences.
Development opportunities:
Development need:
I would like to further my application of the reflective method to get greater wisdom out of every coaching or mentoring session and see patterns that can improve future practice.
Development opportunities:
Keep a systematic reflective journal at the end of every session.
Development need:
To offer guidance to the mentees, I should understand more about the intricate organisational structures and processes, especially in leadership, performance management and change initiatives.
Development opportunities:
Development need:
Despite the experience I have gained in practice, formal credentials would enhance my credibility and present a systematic structuring of practice.
Development opportunities:
Answer:
Considering the reflection of my current coaching practice, I have some strengths that can help me to be effective. I feel confident about my active listening and empathy, which contribute to the creation of trust between myself and the coachees. I apply the use of open-ended questioning to promote reflection and self-directed problem-solving, and I give constructive feedback in a balanced and supportive manner. I am also efficient in setting goals and monitoring their progress, assisting people in attaining quantifiable results.
Nevertheless, I have found areas in which I can work to improve my practice. I also have to work on my reflective silence use, where I can give the coachee time to think more deeply. I would also like to be more professional in the way I adjust my coaching style to various personalities and learning styles. Formal accreditation as a coach will enhance my credibility and give me frameworks. Lastly, I should broaden my organisational knowledge to provide guidance that is more contextual in sessions.
To cope with these points of development, I will concentrate on the following actions:
Reflective practice: This will be supported by a systematic reflective journal I will keep at the end of every coaching session. I will be able to use models like Gibbs Reflective Cycle in analysing results, finding patterns, and using the learning in future sessions. I will also check my progress on a monthly basis and modify my approach accordingly.
Adaptive communication: I will go to workshops and training related to advanced communication in coaching and get involved in role-play exercises. Being able to practice various situations will assist me in adjusting the questioning and feedback to the personal style of coachees. I will also consult my peers to observe improvement.
Formal coaching qualification: I will enrol in a CMI qualification course on coaching and finish the course in 12 months. This will offer systematic familiarity with recognised models of coaching like GROW and CLEAR, and improve my professional credibility.
Knowledge of the organisation: I will go through internal policies, strategic reports and work procedures and shadow senior leaders wherever possible. This will help me deliver organisational goal-oriented and context-based coaching.
Application of reflective silence: I will train myself to contemplate the sessions of coaching by taking breaks to allow pauses to enable coachees to contemplate themselves. I will follow this up through the level of engagement and success of the coachees.
Monitoring and review
I will also keep track of the progress by self-reflection, comments by coachees and supervisors, and also by looking at the results of coaching sessions. The personal development plan will be updated and revised regularly to make sure that it can contribute toward the ongoing improvements and professional growth.
Answer:
When considering my mentoring practice (as measured in AC 5.2), I possess several strengths which warrant my effectiveness. I believe that I am a good, active listener and empathic individual, and this aspect aids me in developing trust with mentees. I apply clarifying and reflective questioning to stimulate the mentees to find their solutions and decisions. I am also trained in setting goals and career development coaching, and this enables the mentees to own their development.
Nevertheless, I have found out which areas I need to develop to improve my mentoring practice. I should also work on how to make changes in communication to suit various personality types of mentees, especially in solving problems or discussing important issues. It is also my desire to enhance my knowledge of organisational systems and processes to offer contextually appropriate direction. Lastly, I will also develop my formal mentoring knowledge and qualifications, as this will build credibility and offer systematic best practice frameworks.
1. Development requirement: Change the communication style to accommodate various mentees.
2. Development requirement: widen organisational knowledge to give contextually relevant guidance.
3. Development requirement: Obtaining formal mentoring qualifications.
4. Development requirement: Enhance reflective practice in mentoring.
5. Development requirement: Have confidence in solving difficult mentoring scenarios.
Monitoring and review
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