2. Mentoring and Coaching

3. Mentoring-Related Concepts

4. Who Mentors?
caring relationship, where 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.

5. Who Mentors?
A Mentor

6. Who Is Mentored?
a mentee (or protégé)

7. What Are The Advantages Of Mentoring?
Advantages to Mentors
Advantages to mentees
Advantages to organizations
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.

8. Steps In The Mentoring Process

9. Steps In The Mentoring Process
Initiate The Mentor-mentee Relationship  
Define The Mentor-mentee Relationship  
Plan The Education, Training And Development Of The Mentee
Review The Planned Education, Training And Development Of The Mentee  
Perform Continuous Mentoring-related Activities  

10. Steps In The Mentoring Process
INITIATE THE MENTOR-MENTEE RELATIONSHIP  
Define The Mentor-mentee Relationship  
Plan The Education, Training And Development Of The Mentee
Review The Planned Education, Training And Development Of The Mentee  
Perform Continuous Mentoring-related Activities  

11. What should the HR/Training Department do to initiate the mentor-mentee relationship?
Identify Mentor and Mentee
Step 1. 

12. 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.

13. 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, counselor and advisor to the mentee.

14. 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.).
cheerful, extroverted person with lots of contacts within and outside the team. He/she is enthusiastic, adventurous and open-minded and always looking for new ideas.
Resource Investigator is naturally good at developing and maintaining contacts, but may become careless when the novelty wears off.

15. ‘Pair’ Mentor and mentee Orientate Mentor and mentee
What Should The HR/ Training Department Do To Initiate The Mentor-mentee Relationship? (Cont.)
‘Pair’ Mentor and mentee Orientate Mentor and mentee
Step 2.
Step 3.

16. Steps In The Mentoring Process
Initiate the mentor-mentee relationship  
DEFINE THE MENTOR-MENTEE RELATIONSHIP  
Plan the education, training and development of the mentee  
Review the planned education, training and development of the mentee  
Perform continuous mentoring-related activities

17. DEFINE THE MENTOR-MENTEE RELATIONSHIP

18. What Should The Mentor Discuss During The Meeting?
The purpose of the meeting.
The agreement to the mentor-mentee relationship.
The purpose and benefits of mentoring.
The mentee’s background and work experience.
The Mentor’s background and work experience.
The mentee’s previous mentor-mentee relationships.

19. What Should The Mentor Discuss During The Meeting?
The roles and responsibilities of role-players involved in the mentoring process.
The structuring of the mentor-mentee relationship.
The questions, inputs and/ or concerns of the mentee.

20. Steps In The Mentoring Process
Initiate the mentor-mentee relationship  
Define the mentor-mentee relationship  
Plan The Education, Training And Development Of The Mentee  
Review the planned education, training and development of the mentee  
Perform continuous mentoring-related activities

21. Plan The Education, Training And Development Of The Mentee

22. Activity 2 (Cont.)
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’.

23. Activity 2 (Cont.)
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).
As a group, discuss the effectiveness of the meeting that took place.

24. Steps In The Mentoring Process
Initiate the mentor-mentee relationship  
Define the mentor-mentee relationship  
Plan The Education, Training And Development Of The Mentee  
Review the planned education, training and development of the mentee  
Perform continuous mentoring-related activities

25. Review The Planned Education, Training And Development Of The Mentee

26. What should the Mentor discuss during the IDP-review meeting?
The purpose of the IDP-review meeting and the Individual Development Plan (IDP).
The progress in terms of the planned education, training and development-type training interventions.
The questions, inputs and/ or concerns of the mentee.
The mentee’s review of the IDP-review meeting as well as the mentee’s agreement to his/ her revised IDP.

27. Steps In The Mentoring Process
Initiate the mentor-mentee relationship  
Define the mentor-mentee relationship  
Plan The Education, Training And Development Of The Mentee  
Review the planned education, training and development of the mentee  
Perform continuous mentoring-related activities

28. PERFORM CONTINUOUS MENTORING-RELATED ACTIVITIES

29. Activity 3.
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?

30. Activity 3 (Cont.)
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 organization? Why do you say so? 1.3 Do you/ Mentors in your organization currently fulfill the role as sponsor/teacher/‘insider’/encourager and supporter and counselor and advisor? Why do you say so?

31. Steps In The Mentoring Process - Summary
Initiate the mentor-mentee relationship  
Define the mentor-mentee relationship  
Plan the education, training and development of the mentee  
Review the planned education, training and development of the mentee  
Perform continuous mentoring-related activities  
Mentoring and Coaching 31

32. Content – Summary. Mentoring-related concepts
Steps in the mentoring process
Initiate the mentor-mentee relationship
Define the mentor-mentee relationship
Plan the education, training and development of the mentee
Review the planned education, training and development of the mentee
Perform continuous mentoring-related activities

33. LEARNING UNIT 8: COACHING-RELATED CONCEPTS

34. Content. Coaching-related concepts Steps in the coaching process
Initiate the coach-learner relationship
Identify the task that the learner must be able to perform.
Prepare the learner for the coaching
Conduct the coaching sessions

35. Activity.
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 organization? 1.2 Who (i.e. what employees) do you coach? 1.3 How and when do you coach employees?

36. What Is Coaching? 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

37. Who coaches?
A Coach.

38. Who is coached?
A Learner.

39. What are the advantages of coaching (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.
It can easily be tailored to meet the needs and personal learning styles of individual learners.
It results in standardization of procedures in the organization.

40. Steps In The Coaching Process

41. Steps In The Coaching Process
Initiate The Coach-learner Relationship
Identify The Task That The Learner Must Be Able To Perform
Prepare The Learner For The Coaching
Conduct The Coaching Sessions

42. What should the HR/ Training Department do to initiate the coach-learner relationship?
Identify Coach and learner
Step 1 

43. 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.

44. 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.

45. ‘Pair’ Coach and learner Orientate Coach and learner
What should the HR/ Training Department do to initiate the coach-learner relationship? (cont.)
‘Pair’ Coach and learner
Orientate Coach and learner
Step 2
Step 3

46. Identify The Task That The Leaner Must Be Able To Perform

47. Steps In The Coaching Process
Initiate the coach-learner relationship
Identify the task that the learner must be able to perform
Prepare the learner for the coaching
Conduct the coaching sessions

48. What Should The Coach Do To Identify The Task That The Learner Must Be Able To Perform?
Identify document(s) to be compiled i.e. Task summary
Consult various sources
Identify task that learners must be able to perform after coaching related sub-tasks of task
Use verbs and nouns (objects) to describe task and sub-tasks that learners must be able to perform
Record identified task and sub-tasks on Task summary
Step 1
Step 2

49. What Is A Task?
An action that the learner must be able to perform/ what the learner must able to (physically) do (after the coaching).

50. 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).

51. What Are Sub-tasks? Smaller steps or sub- steps of a task.
A smaller action that the learner must be able to perform/ what the learner must able to (physically) do (after the coaching).

52. 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).

53. The job description of the learner.
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 assessment).
The job description of the learner.
Operating manuals that apply to the task.
Organizational procedures that apply to the task.

54. Consult various sources
What Should The Coach Do To Identify The Task That The Learner Must Be Able To Perform? (Cont.)
Consult various sources
Identify performance standards/ assessment criteria that apply to task that learner must be able to perform after coaching
Record identified performance standards/ assessment criteria on Task summary
Step 3

55. What Are Performance Standards/ Assessment Criteria?
Specify how a task has to be performed.
Indicate how much, how and to what level of complexity a learner has to perform a task.

56. Examples Of A Performance Standards/ Assessment Criteria
Budget is compiled as per organizational template.
Accurate calculations are reflected.
Equipment is stored as per organizational procedures for safety and house-keeping.
Tools are used as per organizational procedures for safety.
Safety requirements are met.

57. The job description of the learner.
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.
Organizational procedures that apply to the task.

58. Activity.
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.
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.

59. PREPARE THE LEARNER FOR THE COACHING

60. Steps In The Coaching Process.
Initiate The Coach-learner Relationship
Identify The Task That The Learner Must Be Able To Perform
Prepare The Learner For The Coaching
Conduct The Coaching Sessions

61. What Should The Coach Discuss 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 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).

62. What Should The Coach Discuss During The Pre-coaching Meeting?
The resources that are required during 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.

63. What Should The Coach Discuss During The Pre-coaching Meeting?
The rules that will apply during the coaching sessions.
What to do to prepare for the coaching sessions.
The questions, inputs and/ or concerns of the learner.
The learner’s review of the pre-coaching meeting as well as the learner’s agreement to his/ her Coaching plan.

64. Steps In The Coaching Process
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)

65. Conduct The Coaching Sessions.

66. What Should The Coach Do To Conduct The Coaching Sessions?
Identify document(s) to be compiled i.e. Coaching report (including Observation checklist)
Consider phases of coaching session
Per coaching session, identify
most appropriate sequencing of phases of coaching session i.e. identify sequence in which phases should be applied during coaching session
Step 1 
Step 2 

67. What Are The Phases Of A Coaching Session?
An ‘explanation by the Coach’ phase.
A ‘demonstration by the Coach’ phase.
A ‘checking the knowledge and understanding of the learner’ phase.
A ‘demonstration by the learner (practice)’ phase.
A ‘feedback to the learner’ phase.

68. What Are The Phases Of A Coaching Session?
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.
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.

69. What Options Are Available In Terms Of The Sequencing Of Phases Of A Coaching Session?
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 
Feedback to the learner
Checking the knowledge and understanding of the learner
(Final) Demonstration by the learner
Final demonstration by the learner
(Final) Feedback to the learner

70. The learning style of the learner.
What Factors Should The Coach Consider To Identify The Most Appropriate Sequencing Of Phases?
The learning style of the learner.
The safety risk of the task and related sub-tasks.
Waste factors.
The availability of time.
The experience of the learner.

71. What Should The Coach Do To Conduct The Coaching Sessions? (Cont.)
Demonstrate a friendly and open approach throughout the coaching session
Conduct the identified first phase of the coaching session (as per the identified sequence of phases) (e.g. the ‘explanation by the Coach’ phase)
Conduct the identified next phase of the coaching session (as per the identified sequence of phases)
Step 3 
Step 4 
Step 5 - 8 

72. Activity
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’.

73. Activity
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.

74. Steps In The Coaching Process - Summary
Initiate The Coach-learner Relationship
Identify The Task That The Learner Must Be Able To Perform
Prepare The Learner For The Coaching
Conduct The Coaching Sessions

75. THANKS.