Coaching and

Mentoring
Project GABAY
Coaching
Terminal Objective: At the end of the session, the participants should be able to apply
coaching as one of the instructional support intervention strategies.
Enabling Objectives:
• Recognize the significant role of the School Principal as Coach in providing technical
assistance to improve curriculum delivery
• Explain how GROW model is used in asking questions.
• Practice 5-minute Coaching applying the needed skills.
• Develop a Coaching Plan
Mentoring
Terminal Objective: At the end of the session, the participants will be able to deepen
understanding on the roles of School Principals and Head Teachers as mentors of
teachers both in instructional aspects.
Enabling Objectives:
• Define mentoring.
• Identify and discuss the characteristics of an effective mentor.
• Discuss the advantages and disadvantages of mentoring.
• Develop a mentoring program plan for school heads that can be implemented within
one year.
• Demonstrate the process of mentoring.
Coaching
Coaching
 Like or Unlike?

Coaching is done to achieve a

wide ranging goals.
 Like or Unlike?

Coaching is more of a
relationship-based than task-
based activity between the coach
and the coachee.
 Like or Unlike?

Learning goals are determined

in advance.
 Like or Unlike?

It is applicable to an individual
or to a group of people.
 Like or Unlike?

Coaching simply means

counseling.
 Like or Unlike?

There is usually a planned

program in coaching.
 Like or Unlike?

Coaching is focused more on

long-term development than on
performance.
 Like or Unlike?

Coaching and mentoring are the

same.
 Like or Unlike?

Coaching is done in a long or

extended period of time.
 Like or Unlike?

A good coach will make his

players see what they are rather
than what they can be.
 What is coaching?
 Coaching is helping coachees
achieve their goals.
 It is helping them find their
own solutions.
 It is about helping them
understand what is holding
them back so that they can
find a way forward.
 What is coaching?
 Its success depends on the
coach believing in the
capability of the coachee to
find the best solutions for
themselves.
 “It is a way of managing, a
way of treating people, a way
of thinking, a way of being”.
by John Whitmore
 What is a good coach?
“A good coach will
make his players see
what they can be,
rather than what they
are”
-Ara Parseghian-
 Two ways of coaching
• Directive
The Coach decides the destination and the route the
driver should take.
• Non-Directive
The Coach is more subtle in giving the driver
(Coachee) the freedom to select the route.
 Coaching Mentoring
Task Oriented Relationship-Inspired
More formal
Short Term Long-term
Performance Driven Career Development Driven
Does not Requires Design Requires a Design Phase
Coachee’s Manager is a Critical Coachees’ Manager is indirectly
Partner involved or in most cases has no
link to the Mentor
Coach may be of the same age or Mentor is always more senior
younger than the coachee and experienced than the mentee
 Coaching Counseling
about helping people decide deals primarily with helping
what they will do to improve people understanding themselves
their performance and overcoming problems
coaches more often ask “what” counselors might use “why”
questions such as, “What would questions such as, “why do you
you like to do instead? keep doing that?”
solution-focused and action- more meaning-based
orientated
addresses aspirations, focuses more on feelings.
objectives, and tasks
 Keys Principles of Coaching
1. Awareness
It is described as “knowing what is going on around
you” and self-awareness as “knowing what you are
experiencing”. Our degree of awareness depends on
how receptive we are to “input”.
2. Responsibility
It is essential for people in order to improve their
performance; it is also closely linked to motivation.
 Defining Coachable Moments
Identifying Coachability: When
a person is ready for coaching.

The fact is, everyone isn’t. Those

who are uncoachable often
think they have no
performance issues and if
there is one, they believe
everyone “out there” is the
The Practice of Coaching
Coaching can
• Provide individuals and teams with opportunities
for gaining new skills, and personal development
• Offer learning opportunities geared to individual
needs
• Encourage positive attitude to learning
• Provide flexibility in the learning process.
• Allow protégés to select what and how they learn.
Coaching can
• Effect change unless clear, measurable goals are set
in advance.
• Benefit the protégé unless there is support from
managers.
• Succeed unless both coach and protégé are fully
committed to the program.
 Like or Unlike?

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.
Mentoring
Who mentored you?
Instruction
1. Divide the participants into 5 groups.
2. Ask participants to draw an outline of body to symbolize the
mentor.
3. Once the body is drawn ask the group to reflect on an individual
who supported them in a mentoring like capacity in their own
development.
4. Then ask participants to think about the qualities this individual
possessed that helped them form a trusting, caring relationship
with him/her.
Who mentored you?
5. On the poster paper each person should draw one or two objects
to symbolize these important qualities. For example, if my
mentor was a former teacher who was a really good listener I
might dry large ears on our “mentor” body to symbolize this
quality.
6. When the drawings are finished, hang them around the room
and ask one representative of each group to summarize the
group’s drawing and discussion.
Who is a Mentor?
 A mentor is an experienced and trusted adviser, a career guide
and executive nurturer.
 Anyone who has a beneficial life-or style-altering effect on
another person, generally as a result of personal one-on-one
contact.
 A mentor provides a caring, sharing and helping relationship.
He devotes him or herself to this unselfish efforts. The
distinctive aspect of mentoring is that if focuses entirely on
meeting the needs of the mentee.
Who is a Mentee?
A mentee is “Anyone who wants to learn from someone
who knows and seeks their valuable advice in order to
grow professionally and/or professionally and/or
personally.” Or, “anyone who has the desire to gain from
someone else’s experience through a period of guidance
and support.”
Benefits to a Mentee
 Receives guidance and support from a respected member
of campus community.
 Professional development opportunities.
 Increased confidence.
 Increased institutional knowledge and understanding of
how the campus works, how things get done.
Benefits to a Mentee
 Greater awareness of other approaches to work.
 Builds a network of colleagues and expanded knowledge
of different areas of the organization.
 Having a confidential sounding board for ideas and
challenges.
 Benefits to a Mentor
 Provides fulfillment and satisfaction of helping others and
contributing to the development of colleagues.
 Extends network of campus colleagues and builds community.
 Supports use and development of key competencies leading to
growth.
 Encourages examination of the status quo and alternative
possibilities.
 Encourages renewed ideas and perspectives on one’s leadership
role.
Relationship
 Mentors provide a safe environment in which employees can
reflect introspectively without being judged.
 Mentors provide accurate feedback rather than advice.
 Mentors listen, collaborate, challenge and uncover ways for
employees to become self-directed.
 Mentoring is built on a relationship of trust and values.
 An important step in the process of developing a good
mentoring relationship is to move from a problem orientation to
a vision orientation.
Types of Mentoring
SITUATIONAL
• short
• spontaneous
• seemingly random
• often casual
• creative and
innovative
• “one time” event
• unclear as to results
at the time of incident
INFORMAL FORMAL
• Voluntary • Productive and
• Very personal long-term
• Very responsive to mentee • Systematic and
needs structured
• Loosely structured • Institutionalize
• Flexible d and on-going
• Mentor having more than • Traditional
one-role relationship with
mentee, i.e. as a supervisor,
parent or a friend
Advantages of Mentoring
 Help in clarifying some of the subtleties and more ambiguous expectations
of the organization;
 Furnish a relatively objective assessment of strengths and weaknesses,
emphasizing positive features without the risk a direct supervisor would
face of appearing to be partial;
 Build confidence of a young professional by identifying attributes which
the person may have overlooked;
 Be an insightful sounding board in the process of self-discovery and goal
setting;
 Provide a venue to discuss perceptions and insights which can be helpful to
young professionals in evaluating alternative responses before committing
Disadvantages of Mentoring
 Cause jealousy and resentment by those who have no such
special relationship. This becomes particularly true when a
mentor is within a direct reporting relationship;
 Create tensions with spouses if mentoring is between opposite
sexes;
 Diminish self-esteem and confidence vitally needed by the person
if the mentor is hypercritical or condescending.
A Mentor should…
 Be fully committed to the mentoring process and your
mentee. Have genuine interest in your mentee.
 Be clear about your expectations, needs, and limits of the
relationship.
 Create an open and comfortable environment.
 Be sensitive to differences in race, gender and cultural
background.
 Be yourself, offer your own lessons learned, struggles, and
successes. Be straightforward about you own strengths and
weaknesses.
A Mentor should…
 Recognize the power of feedback. Ask first, then provide your
mentee with suggestions and constructive feedback in the spirit
of development and caring.
 Practice Active Listening
 Guide mentees toward reflection and self-learning by asking
questions and not leading them to a quick, right answer.
A Mentor should…
 Encourage your mentee to move toward his or her goals, not
yours.
 Follow up on commitments you have made to your mentee.
 Make only positive or neutral comments about your mentee to
others.
 Encourage your mentee to join committees and professional
organizations helpful for career development.
A Mentor should NOT…
• Automatically give advice or criticism.
• Assume your advice will always be followed.
• Break the confidence/trust of your mentee.
• Be inconsistent, unpredictable, or condescending.
• Overpromise what you can do.
• Expect a “mini-me” to emerge.
• Lose touch with your mentee after the formalized relationship has ended.
• Be surprised when you learn something from the mentoring relationship
A Mentee should…
 Be considerate and follow-through on commitments.
 Seriously consider all advice you receive.
 Make it easy for your mentor to give you corrective feedback. Ask early
and often.
 Observe how your mentor approaches tasks and problem-solves, utilize
your mentor as a role model.
 Look for opportunities to give something back to your mentor.
 Make only positive or neutral comments about your mentor to others.
 Demonstrate your appreciation for your mentor’s advice and commitment
by acknowledging their commitment and contributions.
A Mentee should NOT…
 Depend on your mentor to identify your goals for you.
 Assume your mentor has unlimited time for you. Be thorough, but succinct
in your explanations, experiences and comments.
 Get defensive. Honest feedback gives you an opportunity to improve
yourself toward your potential
 Be closed-minded. Arguing why you disagree with the mentor’s advice or
suggestion could be construed as rude or close-minded.
 Say “Yes, but….”
 Lose touch with your mentor after the formalized relationship has ended.
Characteristics of an Effective
Mentor
 Supportive of the needs and aspirations of the mentee.
 Willing to spend time performing mentoring
responsibilities.
 Respected in the community and profession.
 Communicates openly and clearly.
 Comfortable providing constructive feedback.
 Has a genuine interest in helping others succeed.
 A respectful, inspiring and positive attitude
Characteristics of an Effective
Mentee
 Positive outlook and attitude
 Eager and open to learn proactively
 Patient, responsive and respectful of mentor’s role and
time
 Comfortable receiving objective feedback
 Works as a “team player”
 Comfortable being stretched out of a comfort zone
Phases of Mentoring
Initiation
 Identification of Mentees and Mentors
 Training of additional mentors, if necessary
 Analysis of Mentee’s competency gaps that need to be mentored
on
 Matching of Mentors with Mentees
 Orientation on the Mentoring Requirements and Process
Phases of Mentoring
Cultivation
 Sharing of Mentee’s objectives and Mentor’s expectations
 Agreement on roles, schedules, venue, content and methodology
 Assigning of a project or task (with clear deliverables) to the Mentee whose
outputs would be presented to management
 Periodic report of Mentor on Mentee’s progress submitted to HR
 Mentor attends Mentee’s project presentation whenever necessary
 Creation of an organizational culture of learning and collaboration
Phases of Mentoring
Closure
 Graduation rites for Mentees attended by the Mentors
 Exchange of stories/ experiences among Mentees and Mentors
 Recognition of best performing team/individual whenever
applicable
Phases of Mentoring
Evaluation
 Revisiting of Mentoring Objectives
 Deciding whether to continue or to end the mentoring
engagement
Effective Mentoring Process
• Building the relationship
• Negotiating agreements
• Developing the mentee
• Ending the relationship
Mentoring Program Plan
Objective: ________________________________________________________________

Name of Teacher to be Aspect/s to be

Activities Timeline Success Indicators
Mentored Mentored

Prepared by:
___________________________
School Principal / Head Teacher
Mentoring Program Report
Session
Date and Time Venue Topic/s Remarks
No.
Thank you!