DDCD Aim Identify to stakeholders how coaching and mentoring (C&M) makes a valuable contribution to the management of talent. Bob]active To investigate both methods and present them to the senior management. To investigate and identify the pros and cons of line manager involvement in C&M. Present to stakeholders the various methods to Identify and support an Individual’s C needs. Background Henley Cross is a rehabilitation unit based in Henley, Exosphere which provides rehabilitation treatment to injured patients from the 3 Counties.
The unit consists of approximately 400 permanent staff of which 180 are non-clinical personnel and provides care to over 200 patients each week. For some time HCI has lacked any suitable development programmer for the Medical Officers and Other Professions at the unit, which has had a significant impact on the clinical delivery of the Unit. To rectify this so that we have a workforce with the very best possible mix of existing and future talent, at every level, in every location, it is essential that the talent management approaches and systems we use HCI to recruit, motivate and develop people are fully inclusive.
Therefore as part of the overall management of talent strategy this paper looks at the role that can be played by the Introduction of a coaching and mentoring scheme. CUPID defines talent management (TM) as: ‘The systematic attraction, identification, development, engagement/ retention and deployment of those individuals with high potential who are of particular value to an organization, either in view of their high potential” for the future or because they are There are a variety of methods in order to facilitate the above, and in particular there is coaching and mentoring.
Both of these methods have been utilized in some form over last few thousand years as Graver (1988) notes the first indirect mention of mentoring is in Homer’s epic poem The Odyssey; where the Goddess Athena in disguise, takes Odysseus’ son on a developmental Journey in order to maintain the Kingdom of Ithaca and develop a successor to the throne. ‘ Whilst coaching receives its first mention in English language in 1849 in Thacker’s novel, Pennies. Again to use Cupids definition C&M are: ‘Development techniques based on the use of one-to-one discussions to enhance an individual’s skills, knowledge or work performance. However, whilst both are designed to have the same outcome they have slightly different methods to achieve their aim (Appendix 1 gives a brief glance at the differences between the two approaches). Coaching Coaching is an approach that is delivered in the workplace normally as a 1:1; although it can be used within a group setting. Its aim is to target a specific issue and get the individual to think through the problem, encouraging them to see it differently and empowering them to identify the solution for themselves.
To achieve his Halloo and Warrenton-Smith (2005) recommend the following coaching techniques: ; Ask high-impact questions – ‘how and What’ open-ended questions that spur action rather than Why questions that require explanations. ; Help people to develop their own answers and action plans. ; Identify what people are doing right and then make the most of it rather than Just trying to fix problems – coaching is success driven. ; Build rapport and trust – make it safe for employees to express their concerns and ideas. Get employees to work out answers for themselves – people often resist being told hat to do, or how to do it. As noted above, key to any coaching is the need to understand that the coach is there to facilitate understanding; they are there to encourage the knowledge that is already within the individual. They are not there to provide the answers or advice. In the there to coach the individual on, however that is not necessarily essential to achieving the outcome.
There are many frameworks out there for coaching however the most commonly used coaches is the GROW model developed by Whiter (1988) (see Appendix 2). Mentoring Mentoring employs similar methods as coaching; however a more personal allegations is formed between the mentor and mantle. A mentor, as Zee (1984) writes, is ‘a person who oversees the career and development of another person, usually a Junior, through teaching, counseling, providing psychological support, protecting and at times promoting or sponsoring.
Mentoring relationships require mutual respect in order to be successful. The mentor’s role is varied and includes amongst others being a guide, a role model, and a confidante. The relationship is a longer during a mentors and requires a large amount of commitment from both parties, from the mentor as needs to be prepared o offer support when it is needed, therefore they need to remain flexible and accessible. Because it is likely to be longer there can be no clearly defined outcome as in comparison to coaching the Journey can be far longer and cover a range of subjects.
Line Management Involvement Line manager’s involvement is inevitable, as during the day to day running of the department they can be called upon by a member of their team. As Cluttering and Mugginess (2005) wrote ‘Line managers are crucial if coaching is to become the predominant style of managing and working together’ However, as Howe (2008) notes here are a number of difficulties with the idea of the line manager as coach’.
The reason for these 2 conflicting quotes is that on one hand the ELM will be on hand to provide on the spot assistance, they will know their team, where their weaknesses lie and potentially how to empower that person to find the solution to the problem. However on the flip-side, the ELM may be responsible for a large team, managing a large and difficult work load, sometimes it may be difficult for the ELM to encourage a good working relationship where turnover is high or potentially there are other agendas afoot when having to deal with performance issues, operational outputs etc.
As mentioned above Alms invariably have a range of other duties to attend to and it can be difficult for them to find adequate time for coaching. The implications for organizations wishing to implement coaching to any meaningful degree are that they are probably best advised to create specific coaching roles. Of benefit to the organization. The training department will need to select and train sufficient numbers of people to be mentors and coaches.
There should be an agreed procedure to screen applicants as not all will be suitable for such roles. All candidates must be able to be released from their own post to mentor or coach others. The skills that all successful candidates should be able to demonstrate are: ; Good verbal communication skills – They need to have the ability to listen, the ability to summaries information and have experience of giving feedback ; Good written communication skills – They need to have the ability to compose documents and produce summary notes. Good knowledge of mentoring and coaching subjects – assertiveness, conflict resolution, leadership, managing difficult people, stagnation, presentation skills). In addition they will need to display a number of personal attributes including a warm personality that inspires confidence, be able to maintain a high level of confidentiality, remain impartial when dealing with different individuals. It is also likely that the coach/mentor will require support themselves either through training or even their own emotional support depending on how difficult a case they may have.
In order for the coach/mentor to develop their knowledge and skills then training should be provided covering the following areas: relationships in the workplace ; communication and behavior motivation ; personal development ; one-on-one mentoring/coaching framework and activities mentoring/coaching objectives ; mentoring/coaching approaches. Identification of C&M needs ; planning In the main the requirement for improved performance will identified by the individual themselves, skills identified as needed for future responsibilities or through issues discussed during their performance appraisal.
However, C&M may not be the right developmental tool for that individual. It may also be that the mentor and enter are not suitable for each other therefore, before any C&M takes place there will need to be an assessment against set criteria. ; Identify the areas of knowledge, skills or capabilities where learning needs to take place to qualify people to carry out a task, provide for continuous development, enhance transferable skills or improve performance. ; Ensure that the person understands and accepts the need to learn. Discuss with the person what needs out how they can manage their own learning while identifying where they will need help from you or someone else. ; Provide encouragement and advice to the person n pursuing the self-learning programmer. ; Provide specific guidance as required where the person needs your help. ; Agree how progress should be monitored and reviewed. Armstrong (2009) Summary In this paper we have explored how C&M can play an integral part in the talent management process.
We have looked at the following areas: ; Coaching and mentoring identifying their similarities and differences. ; The advantages and disadvantages of Line Manager involvement. ; The assessment of the individuals need for C&M. It is clear that any TM strategy will require the presence of C&M. However, to do so we will need to be mindful of cost. With anything there will be a cost factor, however there are ways that this can be limited and offset when looking at the bigger picture. External coaches – Outsourcing to an external coach can bring a different perspective too problem and an unbiased approach. However as with any external expert, there will be significant costs, it will also involve significant time in identifying suitable providers, drawing up and agreeing of contracts etc. ; Internal coaches – Whilst the training of internal coaches attracts an initial outlay he benefits that can be reaped following their qualification may out way that initial cost.
However, as noted above when discussing line managers it would require close investigation of suitable candidates, to ensure that once qualified they can be employed in such roles and are not likely to become bogged down in their primary role. One other option would be to create designated primary coaching posts but again further investigation of requirement would be required. Further reading Armstrong (2009) Handbook of Management and Leadership (2nd De) London: Kananga Page Ltd.
Armstrong (2009) Handbook of Performance Management (4th De) London: Kananga CUPID (2011) Coaching and mentoring facets [online], London: CUPID. CUPID Coaching and buying coaching services [online], London: CUPID. CUPID (2009) Coaching at the sharp end – the role of line managers in coaching at work – research into practice, London: CUPID. CUPID (2005) Training and development: annual survey report [online]. London: CUPID. CLUTTERING (2001) Everyone needs a mentor. London: CUPID. Graver, Mugginess and Stokes (2009) Coaching and Mentoring- Theory and Practice: Sage. Zee (1984) The Mentor Connection.
Homeroom: DOD-Jones Irwin. Appendix 1 I Mentoring I I Ongoing relationship that can last for a has a short duration can I Along time I Coaching I Relationship generally I ICANN be more informal and meetings I Generally more structured in nature take place as and when the mentored land meetings scheduled on a regular I basis view I I individual needs some guidance and or I Support I I More long term and takes a broader I Short-term (sometimes time bounded) the person. Often known as the land focused on specific development I areas/issues and I I ‘mantle’ but the term client or mentored
I I person can be used I I Mentor usually passes on experience I Not generally performed on basis that normally more senior in organization experience of clients formal occupational role Coach needs direct I I The focus is on career and personal I Focus generally on I I Agenda is set by the mentored person I development/issues at work I Agenda focused on achieving specific, I Twit the mentor providing support and future roles more around developing the I I mantle professionally Mentoring – CUPID Facets Revised February 2009 Appendix 2 I I Revolves I Revolves more around specific
I development areas/issues ‘G’ is for the goal of coaching – this needs to be expressed in specific measurable terms that represent a meaningful step towards future development. ‘R’ is for the reality check – the process of eliciting as full a description as possible of what the person being coached needs to learn. ‘O’ is for option generation – the identification of as many solutions and actions as possible. W’ is for wrapping up or Will do’ – when the coach ensures that the individual being coached is committed to action. Appendix 3 [pick] 10 mentor competencies Cluttering (AAA)