Mentoring and Coaching

Learner Guide Mentoring and Coaching October 2013

Learner Guide

Mentoring and Coaching October 2013

A training programme delivered by

Version 02: 2-Sep-13 Page | 1 Learner Guide Mentoring 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.

1.Content Page

Learning Unit 1: Mentoring-related concepts 7

Learning Unit 2: Steps in the mentoring process 10

Learning Unit 3: Initiate the mentor-mentee relationship 12

Learning Unit 4: Define the mentor-mentee relationship 15

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-related 51 activities

Learning Unit 8: Coaching-related concepts 59

Learning Unit 9: Steps in the coaching process 61

Learning Unit 10: Initiate the coach-learner relationship 63

Learning Unit 11: Identify the task that the learner must be 65 able to perform

Learning Unit 12: Prepare the learner for the coaching 71

Learning Unit 13: Conduct the coaching sessions 83

2.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.

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5.Mentoring

Activity 1 Individu Reading Group Group Feedback al Role- by written discussion by learners written play learners exercise exercise X X X

6. Find a partner and discuss the following questions with him/ her. Record your joint response to the questions in the space provided.

7. Why do you mentor employees in your organisation?

8. Who (i.e. what employees) do you mentor?

9. How and when do you mentor employees?

10.Learning Unit 1: Mentoring-related concepts

After this learning unit, you will be able to:

1. Demonstrate an understanding of mentoring. 11. Name the advantages of mentoring to the Mentor, mentee and organisation.

12. 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. (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 Advantages to Mentors Advantages to organisations mentees

Provides professional Improves integration of new Creates opportunity for Mentors recognition and employees. to share their experience and affirmation. thus ‘enriches’ Mentors. Increases communication, networking Reduces isolation. and openness/ transparency in Creates opportunity to be organisations. recognised. Provides meaningful learning experiences Improves employee satisfaction. It provides an opportunity to do and an opportunity for something different (than Enhances career development. personal and normal duties). professional growth. Creates a learning culture.

13.Learning Unit 2: Steps in the mentoring process

1. Name the steps in the mentoring process.

1. Steps in the mentoring process

The following diagram illustrates the steps in the mentoring process:

14.Learning Unit 3: Initiate the mentor-mentee relationship

1. Demonstrate an understanding of the process whereby a mentor-mentee relationship is initiated.

15. Initiate the mentor-mentee relationship

During 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

Notes If 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.+ Identify the Mentor and Employees from the HR/ Training Department. the mentee. 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.).

Step 2

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.

‘Pair’ the Mentor and the To allow the Mentor and the mentee to ‘select’ each other, the mentee. 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

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 Orientate the Mentor and the and responsibilities of Mentors and mentees as well as time- mentee. 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.

16.Learning Unit 4: Define the mentor-mentee relationship

1. Name the aspects that the Mentor has to discuss with the mentee during the meeting whereby the mentor- mentee relationship is defined.

1. Define the mentor-mentee relationship

During 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.).

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 Examples of what the Mentor should Notes and guidelines discussed say

The Mentor has to discuss “The purpose of the meeting is to define our (i.e. the mentor-mentee) relationship The purpose of the purpose of the meeting i.e. to i.e. the nature and structure of the the meeting. define the mentor-mentee mentor-mentee relationship that you and relationship. I should/ will have.”

The Mentor has to discuss his/ her agreement to the mentor- mentee relationship and the agreement of the mentee to “As you know, I was appointed as your the mentor-mentee relationship. Mentor. I want to inform you that I The agreement to accept (and welcome) this role. ” the mentor- The Mentor must be aware of the mentee fact that his/ her age, gender, etc. ”I would also like to know whether you relationship. could be a barrier to the mentor- accept this mentor-mentee relationship mentee relationship and might and whether you thus agree to my cause the mentee to not agree to appointment as your Mentor.” the relationship. In this case, the Mentor should inform the HR/ Training Department of the matter.

“If you thus agree to this relationship, I would like to discuss the purpose of The Mentor has to discuss mentoring with you.” The purpose and benefits of the purpose of mentoring and ”Organisation X implemented this mentoring. Mentorship programme because….” the benefits of mentoring. ”Mentoring has the following benefits to me, you and the organisation….”

“I would like you to tell me more about your background. Where did you grow The Mentor has to discuss up? Where did you study? What were your favourite subjects? Why? Do you The mentee’s the mentee’s background and background and have a family? Are you staying with your work experience. the mentee’s work experience. family? ” ”What work experience do you have? What did you like/ dislike about your previous work? Why?”

Aspects to be Notes and guidelines Examples of what the Mentor should say discussed

The Mentor has to discuss his/ her background and his/ her work experience. “I grew up in…”. The Mentor should not intimidate the mentee ”I studied at ….and started working at … in….” when sharing his/ her The Mentor’s ”Throughout the years I was a …and…. at background and work background and ….Company Z. ” work experience. experience, but rather create an environment ”I would like to share with you what I have where the mentee feels learnt throughout the years and I would also that he/ she can learn from like to learn new things from you.” someone (i.e. the Mentor) who is willing to share his/ her knowledge and experience.

“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 The mentee’s The Mentor has to discuss frustrations with the relationship? If so, what previous mentor- the mentee’s previous problems did you experience? How was the mentee mentor-mentee problem solved? ” relationships. relationships. ”...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 mentoring process involves various role- players who have to perform mentoring-related The roles and The Mentor has to discuss responsibilities of activities. According to the organisational role-players the roles and Mentoring Procedure, the Mentor has to ...” responsibilities of role- involved in the ”The mentee has to ...” mentoring players involved in the process. mentoring process. ”Your Manager/ Supervisor has to …” ”The HR/ Training Department will ...”

Aspects to be Notes and guidelines Examples of what the Mentor should say discussed

The Mentor also has to discuss the frequency of meetings between the Mentor and the mentee, “The mentor-mentee relationship will be structured in the following way: We will meet the duration of meetings The structuring of once a month for an hour. We will agree a between the Mentor and the mentor- specific date for the meeting. ” the mentee, mentee ”We will discuss … during the meetings.” relationship. the aspects that will be discussed during meetings ”If you need to see me outside the schedule and meetings, you may …” what access the mentee will have to the Mentor outside the scheduled meetings.

Throughout the meeting, The questions, the Mentor has to give the “Is this clear to you?” inputs and/ or mentee an opportunity to “Do you have any questions?” concerns of the ask questions, discuss mentee. concerns and provide “What concerns do you have?” inputs.

17.Learning Unit 5: Plan the education, training and development of the mentee

1. Name the method(s) that the Mentor could use to plan the education, training and development of the mentee. 18. Describe the approach that the Mentor should have during the IDP-planning meeting. 19. Name the aspects that the Mentor has to discuss with the mentee during the IDP-planning meeting. 20. Plan the education, training and development of the mentee. 21. Explain the reason(s) for referring the mentee to professional service providers. 22. List the actions that the Mentor should follow after the IDP-planning meeting to maintain the confidentiality of mentoring-related information.

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.

Activity 2 Reading Group Feedback Individua Group by written by l written Role-play discussion learners exercise learners exercise X X X X

1. Read the Learner Guide section allocated to you.

23. 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’.

24. 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).

25. As a group, discuss the effectiveness of the meeting that took place.

Observation checklist: IDP-planning meeting

Did ‘the Mentor’…  or X

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?

INDIVIDUAL DEVELOPMENT PLAN (IDP)

Time-frame

Mentor and mentee details

Mentee initials and Mentee ID number surname

Mentor initials and Mentor ID number surname

Career, education and training profile of mentee

Current position

Time-frames during which Previous positions occupied positions were occupied

Career profile

Existing qualifications

Training interventions attended

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

Planned education-type training interventions

Planned training and development- type training interventions

Medium term planning (i.e. next three to five years)

Career objective(s) of mentee

Planned training interventions to enable achievement of career Time-frame/ Target Progress and corrective action objective(s) date

Planned education- type training interventions

Planned training and development- type training interventions

Special needs and learning barriers/ support requirements of mentee

Special needs and learning Activities implemented to address barriers/ support the special needs and learning Referrals made requirements barriers/ support requirements

Mentee’s review of IDP-planning meeting Agree Disagree

The purpose of the IDP-planning meeting and the Individual Development Plan (IDP).

The time-frame applicable to the IDP.

I agree/ disagree that the The strategic objectives of the organisation following aspects were and how my career objectives align/ not to the discussed and agreed strategic objectives of the organisation. with me during the IDP- planning meeting: 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 Agree Disagree

I agree/ disagree that the The purpose of the IDP-review meeting and following aspects were the Individual Development Plan (IDP). discussed and agreed with me during the IDP- My questions, inputs and/ or concerns. review meeting:

Agreement to revised IDP

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:

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 Examples of what the Mentor Notes and guidelines discussed should say

“The purpose of the IDP-planning meeting is to plan your development. The Mentor has to discuss the The purpose of the IDP-planning purpose of the IDP-planning meeting is also to agree your IDP with meeting i.e. you. ” to plan the education, training and ”The purpose of the IDP is to reflect development of the mentee and The purpose of the the aspects discussed with you during to agree the mentee’s Individual IDP-planning the IDP-planning meeting, meeting and the Development Plan (IDP) with him/ Individual her. your agreement to your planned education, training and development Development Plan The Mentor has to explain that the and (IDP). mentee’s IDP will be completed during/ after the IDP-planning your evaluation/ review of the IDP- meeting and that the mentee will planning meeting. ” receive a copy of his/ her IDP ”We will complete your IDP during the during/ at the end of the IDP- meeting and during/ at the end of the planning meeting. meeting, you will receive a copy of your IDP.”

The Mentor has to discuss The time-frame applicable to “This IDP will apply from the IDP. the time-frame that applies to January to December 2013.” the IDP.

The Mentor has to discuss

the current position of the “What previous positions did mentee, you occupy?” the previous positions of the ”When did you occupy these mentee and time-frames during The mentee’s career, positions?” which the positions were education and training profile. occupied, ”What qualification(s) do you currently have?” the existing qualifications of the mentee as well as ”What training interventions have you attended?” the training interventions that the mentee attended.

“What are your short term career The Mentor has to discuss objectives i.e. in what position do you the mentee’s short term career see yourself in terms of your career objective(s) i.e. the position that the within the next 1-2 years?” mentee wants to occupy within the ”What are your medium term career next two years, objectives i.e. in what position do you the mentee’s medium term career see yourself in terms of your career objective(s) i.e. the position that the within the next 3-5 years?” The mentee’s mentee wants to occupy within the career objectives. next three to five years, ”Please read this information guide possible career opportunities in the that I got from the HR Department – it organisation and specifies information on career examples of career paths that the opportunities that apply in the mentee could follow. organisation as well as career paths that you could follow. If you look at this (If applicable) the Mentor should information guide, you will see that you provide relevant information (and an could pursue the following career information guide) to the mentee. objectives….”

Aspects to be Examples of what the Notes and guidelines discussed Mentor should say

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), “What skills and knowledge the training and development-type training do you have to develop interventions i.e. skills programmes, short within the next 1-2 years courses, on-job training/ coaching/ (short term) to achieve your internships and conferences/ seminars/ career objective(s)?” workshops that the mentee has to attend to achieve his/ her identified career ”What skills and knowledge objective(s), do you want to develop within the next 3-5 years the target dates for the planned training (medium term) to achieve interventions, your career objective(s)?” possible personal development required by ”How can the skills and The mentee’s the mentee (e.g. the mentee needs to knowledge that you want to planned education, develop his/ her time-management skills, develop be addressed i.e. training and pay more attention to detail, etc.) and development-type which education-type and training the training interventions available to the training and development- interventions. mentee e.g. type training interventions do you want to attend? When?” education-type training interventions i.e. qualifications offered by universities, ”Let me also tell you about universities of technology, FET-colleges, other available training etc., interventions. You could pursue studies at the training and development-type training following educational interventions i.e. skills programmes, short institutions… This courses, and conferences/ seminars/ information guide/ brochure workshops offered by training providers and lists the degrees that the training and development-type training institution offers that might be interventions i.e. on-job training/ coaching/ applicable to you. ” internships made available by the organisation. (If applicable) the Mentor should provide relevant information (and an information guide/ brochure) to the mentee.

The Mentor has to discuss the Education, Training and Development Policy of the organisation e.g. “The Education, Training and whether the organisation offers financial Development Policy of assistance in terms of educational programmes the organisation will or not, what are the implications of and conditions affect your planned for financial support, does the organisation offer training and The organisation’s financial assistance for of educational development. The Policy Education, Training programmes that do not form part of the states that…..” and Development organisation’s strategic objectives, does the Policy. organisation allow mentees ‘time off’ for “This will affect your educational studies, etc. and planned training and development in the how many training interventions may mentees following way…. attend per year, how much money is available for this purpose, does the organisation offer financial You do not have to assistance for training interventions that does not worry about this as…..” address the organisation’s strategic objectives, etc.

The mentee’s The Mentor has to discuss “What could prevent you special needs and from implementing your the special needs and learning barriers/ support learning barriers/ IDP? In what way could requirements of the mentee and support I, or anyone else, be of requirements as the actions that the Mentor will take to address assistance to you during well as actions to the special needs and learning barriers/ support the mentoring?” address the special requirements of the mentee. “These are some needs and learning information guides/ barriers/ support In the beginning of the mentor-mentee brochures that I sourced requirements. relationship, the mentee will not necessarily be open to discuss all his/ her special needs and in terms of your special learning barriers/ support requirements. The needs and learning Mentor should, however, ensure that he/ she barriers/ support creates an open and trusting environment to requirements.” 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/ brochures), which he/ she sourced during the

previous steps of the mentoring process, to the mentee.

Special needs and learning What actions should the Mentor barriers/ support take? requirements

Personal and social problems (e.g. financial Give some advice and share his/ her difficulties, family-related experience on how to deal with the problems, absence from problem. work, withdrawal from the Refer the mentee to a psychologist, mentor-mentee relationship, occupational therapists or social severe depression, worker. substance abuse, etc.).

Encourage the mentee and compliment him/ her on his/ her skills, Lack of motivation. knowledge or willingness to continue Low self-confidence and poor with the mentoring. self-image. Bring the mentee into contact with other mentees.

Explain the benefits of mentoring to the Negative feelings about mentee. being mentored. Bring the mentee into contact with other mentees.

Encourage mentees to support each Lack of support from other. Supervisor/ Manager/ others. Pay more individual attention to the mentee.

Advise and guide the mentee as far as The mentee needs possible using the information specialised technical collected (during the previous steps). information and advice in terms of career opportunities, Refer the mentee to the Training/ HR RPL-assessment Department, other relevant employees opportunities, etc. in the organisation, career counsellors, occupational therapists, etc.

When or how often The Mentor has to discuss “We will review your IDP within six the mentee’s IDP months or on an ad-hoc basis when when or how often the IDP will required.” Version 02: 2-Sep-13 Page | 34 Learner Guide Mentoring and Coaching October 2013

will be reviewed. be reviewed.

Throughout the IDP-planning The questions, “Is this clear to you?” meeting, the Mentor has to give the inputs and/ or mentee an opportunity to ask “Do you have any questions?” concerns of the questions, discuss concerns and mentee. “What concerns do you have?” provide inputs.

At the end of the IDP-planning meeting, the mentee has to indicate his/ her review of the meeting. “If you do not have any further questions, please indicate your review The mentee also has to indicate The mentee’s of the IDP-planning meeting and also his/ her agreement to the IDP by review of the IDP- sign the IDP to indicate your planning meeting as completing the relevant section(s) agreement thereto.” well as the mentee’s of the IDP and agreement to his/ “You should also keep a copy of the her IDP. signing it. above mentioned document in a save place so that you can refer to it when necessary.” The Mentor also has to sign the IDP to indicate his/ her agreement thereto.

1.5 Example of an IDP The following is an example of an IDP that a Mentor compiled:

Time-frame January – June 2013

Mentee initials and L Lukhele Mentee ID number 45362376365 surname

Mentor initials and C Hennings Mentor ID number 8583737373 surname

Current position Assistant Accountant

Payroll Clerk 2003 - 2007 Career profile

Existing qualifications B Com Degree

Budgeting skills Training interventions Finance for non-financial Managers attended Time-management

Career objective(s) of mentee Financial Manager

Planned training interventions to enable achievement of career objective(s) Time-frames/ Target dates

Planned education-type training B Com Honours Degree 2013 - 2014 interventions

On-job-training (budget planning and March – May 2013 budget management) Planned training and development- type training interventions Acting as Financial Manager/ Coaching in January – June 2014 terms of Financial Manager-position

Planned MBA 2013 - 2015 education- type training interventions

Planned To be agreed training and development- type training interventions

Specialised advice in terms of Referred mentee to HR Department in Provided information regarding career career opportunities and training terms of training and RPL-assessment opportunities in the organisation and and RPL-assessment opportunities. other related organisations. opportunities. Referred mentee to a career counsellor.

Referred mentee to previous mentees Negative feelings about being Explained the mentoring process to the so that they can share their experience mentored. mentee. of being mentored with the mentee.

The purpose of the IDP-planning meeting and  the Individual Development Plan (IDP).

The time-frame applicable to the IDP. 

I agree/ disagree that the The strategic objectives of the organisation following aspects were and how my career objectives align/ not to the  discussed and agreed strategic objectives of the organisation. with me during the IDP- planning meeting: 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

I agree/ disagree that the The purpose of the IDP-review meeting and following aspects were the Individual Development Plan (IDP). discussed and agreed with me during the IDP- My questions, inputs and/ or concerns. review meeting:

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.

26.Learning Unit 6: Review the planned education, training and development of the mentee

1. Name the method(s) that the Mentor could use to review the mentee’s planned education, training and development. 27. Describe the approach that the Mentor should have during the IDP-review meeting. 28. Name the aspects that the Mentor has to discuss with the mentee during the IDP-review meeting. 29. List the actions that the Mentor should follow after the IDP-review meeting to maintain the confidentiality of mentoring-related information.

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:

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:

“The purpose of the IDP-review meeting The Mentor has to discuss the is to review your planned education, purpose of the IDP-review meeting training and development. The purpose i.e. of the IDP-review meeting is also to to review the planned education, agree your revised IDP with you. ” training and development of the ”The purpose of the IDP is to reflect The purpose of mentee and the aspects discussed with you during the IDP-review to agree the mentee’s revised the IDP-review meeting, meeting and the Individual Development Plan (IDP) Individual with him/ her. your agreement to your development Development plan and Plan (IDP). The Mentor has to explain that the mentee’s (previously developed) your evaluation/ review of the IDP- IDP will be revised during/ after the review meeting. ” IDP-review meeting and that the ”We will revise your (previously mentee will receive a copy of his/ developed) IDP during the meeting and her revised IDP during/ at the end during/ at the end of the meeting, you of the IDP-review meeting. will receive a copy of your revised IDP. ”

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, “Did you implement the planned education, training and development- the problems that the mentee type training interventions reflected in The progress in experienced in terms of the your (previously developed IDP)? Did terms of the implementation of the planned you implement the planned education, planned education, training and training and development-type training education, development-type training interventions within the agreed time- training and interventions and frames/ target dates?” development-type the corrective action that the training ”What problems did you experience? ” Mentee has to implement to interventions. address the identified problems. ”I recommend that you implement the following corrective action to address (Since the Mentor had to monitor these problems…” the implementation of planned education, training and development-related interventions reflected in the mentee’s (previously developed) IDP, he/ she should already be aware of any deviations that occurred.

Throughout the IDP-review The questions, “Is this clear to you?” meeting, the Mentor has to give the inputs and/ or mentee an opportunity to ask “Do you have any questions?” concerns of the questions, discuss concerns and mentee. “What concerns do you have?” provide inputs.

At the end of the IDP-review meeting, the mentee has to indicate his/ her review of the meeting. “If you do not have any further The mentee also has to indicate questions, please indicate your review of The mentee’s his/ her agreement to his/ her the IDP-review meeting and also sign review of the IDP- revised IDP by review meeting as the revised IDP to indicate your well as the completing the relevant section(s) agreement thereto.” of the revised IDP and mentee’s ”You should also keep a copy of the agreement to his/ signing it. above mentioned document in a save her revised IDP. place so that you can refer to it when necessary.” The Mentor also has to sign the revised IDP to indicate his/ her agreement thereto.

1.5 Example of a revised IDP The following is an example of a revised IDP that a Mentor compiled:

Time-frame January – June 2013

Mentee initials and L Lukhele Mentee ID number 45362376365 surname

Mentor initials and C Hennings Mentor ID number 8583737373 surname

Current position Assistant Accountant

Payroll Clerk 2003 - 2007 Career profile

Existing qualifications B Com Degree

Budgeting skills Training interventions Finance for non-financial Managers attended Time-management

Career objective(s) of mentee Financial Manager

Planned training interventions to enable achievement of career Time-frames/ Progress and corrective action objective(s) Target dates

Planned education- B Com Honours Degree 2013 – 2014 In progress. type training interventions

Planned On-job-training (budget planning and budget management) March – May 2013 Implemented. training and development- Acting as Financial Manager/ Coaching in terms of Financial type training January – June 2014 Manager-position interventions

MBA 2013 - 2015 In progress. Planned education- type training interventions

Planned To be agreed training and development- type training interventions

Specialised advice in terms of Referred mentee to HR Department in Provided information regarding career career opportunities and training terms of training and RPL-assessment opportunities in the organisation and and RPL-assessment opportunities. other related organisations. opportunities. Referred mentee to a career counsellor.

Referred mentee to previous mentees Negative feelings about being Explained the mentoring process to the so that they can share their experience mentored. mentee. of being mentored with the mentee.

I agree/ disagree that the The purpose of the IDP-planning meeting and  following aspects were the Individual Development Plan (IDP). discussed and agreed with me during the IDP- The time-frame applicable to the IDP.  planning meeting: 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. 

Agreement to IDP

I agree/ disagree that the The purpose of the IDP-review meeting and  following aspects were the Individual Development Plan (IDP). discussed and agreed with me during the IDP- My questions, inputs and/ or concerns.  review meeting:

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.

30.Learning Unit 7: Perform continuous mentoring-related activities

1. Describe the role of a Mentor as sponsor, teacher, ‘insider’, encourager and supporter and counsellor and advisor.

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.

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?

31. 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?

32. 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?

33. Act as sponsor, teacher, ‘insider’, encourager and supporter and counsellor and advisor to the mentee

2.1 The Mentor as sponsor As 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.

2.2 The Mentor as teacher The 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 supporter A 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.

2.5 The Mentor as counsellor and advisor Even 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 | 59 Learner Guide Mentoring and Coaching October 2013 34. 35.

36.Coaching

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?

37. Who (i.e. what employees) do you coach?

38. How and when do you coach employees?

39.Learning Unit 8: Coaching-related concepts

1. Demonstrate an understanding of coaching. 40. Name the advantages of coaching (as a training method).

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.

41.Learning Unit 9: Steps in the coaching process

1. Name the steps in the coaching process.

1. Steps in the coaching process

The following diagram illustrates the steps in the coaching process:

42.Learning Unit 10: Initiate the coach-learner relationship

1. Demonstrate an understanding of the process whereby a coach-learner relationship is initiated.

1. Initiate the coach-learner relationship

During 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

Notes The 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.). Identify the Coach and Senior employees from other occupations (e.g. clerical workers, etc.). the learner. 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

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 Orientate the Coach and responsibilities of Coaches and learners as well as time-frames for the learner. 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. 43.Learning Unit 11: Identify the task that the learner must be able to perform

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.

1. Identify the task that the learner must be able to perform

During 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. What is a task? Identify A task refers to an action that the learner must be able to perform/ what the task that learners the learner must able to (physically) do (after the coaching). must be able to perform after the coaching as well Examples of a task as Milk (verb) a cow (noun). the related sub-tasks of Overhaul (verb) an engine (noun). the task. Fit and wear (verb) safety equipment (noun). Use verbs and nouns Compile (verb) a budget (noun). (objects) to describe the What are sub-tasks? task and sub-tasks that Sub-tasks refer to smaller steps or sub- steps of a task. It also refers to a learners must be able to smaller action that the learner must be able to perform/ what the learner perform. must able to (physically) do (after the coaching). Record the identified task and sub-tasks on the Examples of sub-tasks (for ‘milk a cow’) Task summary. 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 assessment).

The job description of the learner. Operating manuals that apply to the task. Organisational procedures that apply to the task.

Notes To 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

What are performance standards/ assessment criteria Performance 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. Consult various sources. Examples performance standards/ assessment criteria Identify Budget is compiled as per organisational template. the performance Accurate calculations are reflected. standards/ assessment Equipment is stored as per organisational procedures for safety and criteria that apply to the house-keeping. task that the learner must Tools are used as per organisational procedures for safety. be able to perform after Safety requirements are met. the coaching. Record the identified What are possible sources that the Coach could consult to performance standards/ identify the performance standards/ assessment criteria? assessment criteria on the An (observation) checklist or logbook (developed by the HR/ Training Task summary. 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.

1.2 Example of a Task summary The following is an example of a Task summary that a Coach compiled:

Task summary

Task Sub-tasks Performance standards/ assessment criteria

Determine single wall Size of the single wall is accurately determined in size, size of steel frame accordance with specified requirements. components and layout. Size of steel frame components is accurately determined. Prepare work area, identify and select A level work area is prepared to the size of the walls. appropriate tools, Appropriate tools, equipment and materials are selected. equipment and materials. Lengths of steel are cut in accordance with specified requirements. Cut, layout and fix steel Appropriate fixing material is selected. frame to size. Build steel Provision is made for walls to remain safe and secure frame walls against wind forces. Protect and treat steel Appropriate paint material is selected and applied. against corrosion. Appropriate insulation material is selected. Select and install Insulation is installed in accordance with specified insulation. requirements. The level of the foundation (slab) is checked and is in accordance with specified requirements. Erect and connect single Damp proof course is applied in accordance with specified wall components. requirements. Appropriate fixing materials are selected. Wall components are securely connected to each other.

Activity 5 Individu Reading Group Group Feedback al Role- by written discussion by learners written play learners exercise exercise 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.

44. 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.

Task summary

Performance standards/ assessment Task Sub-tasks criteria

45.Learning Unit 12: Prepare the learner for the coaching

1. Name the method(s) that the Coach could use to prepare the learner for the coaching. 46. Describe the approach that the Coach should have during the pre-coaching meeting. 47. Name the aspects that the Coach has to discuss with the learner during the pre-coaching meeting.

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:

Greet the learner (and introduce himself/ herself).

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.

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 Notes and guidelines Examples of what the Coach should say discussed

“The purpose of the pre-coaching meeting is to prepare you for the coaching that will be The Coach has to discuss the conducted. The purpose of the pre-coaching purpose of the meeting i.e. meeting is also to agree the Coaching plan with you.” to prepare the learner for the coaching. “The purpose of the Coaching plan is to The purpose of reflect the pre-coaching The Coach has to explain that meeting and the the Coaching plan will be the aspects discussed with you during the Coaching plan. completed during/ after the pre-coaching meeting and meeting and that the learner your evaluation/ review of the pre-coaching will receive a copy of the meeting.” Coaching plan during/ at the end of the 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.

“As you know, I was appointed as your The Coach has to discuss Coach. I want to inform you that I accept The agreement to his/ her agreement to the (and welcome) this role. ” the coach-learner coach-learner relationship and ”I would also like to know whether you relationship. the agreement of the learner to accept this coach-learner relationship and the coach-learner relationship. whether you thus agree to my appointment as your Coach.”

“If you thus agree to this relationship, I would like to discuss the purpose of coaching with The Coach has to discuss you.” The purpose and advantages of the purpose of coaching and ”Organisation X implemented this coaching coaching. programme because….” the advantages of coaching. ”Coaching has the following advantages (as a training method)….”

The task and sub- The Coach has to discuss “This is your copy of the Task summary. It tasks that the reflects the task that you must be able to the task that learners must be learner must be perform after the coaching, the related sub- able to perform after the able to perform tasks and the performance standards/ coaching, after the assessment criteria that apply to the task. coaching. the related sub-tasks of the Let me explain it to you…” task as well as

the performance standards/ assessment criteria that apply to the task (as reflected in the Coaching plan and Task summary).

Aspects to be Examples of what the Coach Notes and guidelines discussed should say

“I would like you to tell me more about your background. Where did you grow up? Where did you study? The learner’s The Coach has to discuss What were your favourite subjects? background and the learner’s background and Why? Do you have a family? Are you work staying with your family? ” experience. the learner’s work experience. ”What work experience do you have? What did you like/ dislike about your previous work? Why?”

The Coach has to discuss the training needs of the learner in terms of the task that the learner must “What training needs do you have in be able to perform after the coaching. terms of the task: Even if other role-players (e.g. the What sub-tasks do you find difficult to Supervisor/ Manager (of the learner)) perform? already identified the training needs of The training the learner, the Coach has to provide What performance standards/ needs of the an opportunity to the learner to identify assessment criteria do you think you learner. his/ her own training needs in terms of do not meet?” the task that he/ she must be able to “Your Supervisor/ Manager identified perform; the learner has to the following training needs… Do you feel that he/ she received an agree with this?” opportunity to influence the coaching and/ or agree with the training needs that were identified.

The Coach has to identify the following aspects about the work environment of the learner: “Will your Supervisor/ Manager Whether or not the learner will be support you during the coaching? “ supported in his/ her (own) work The work environment during the coaching. “What challenges exist in your work environment of environment that could affect the the learner. The challenges that the learner could coaching? “ face in his/ her (own) work environment during the coaching. “Will you receive any opportunity to practice the task and sub-tasks? “ Whether or not the learner will receive an opportunity to practice the task and sub-tasks.

“As you can see on the Coaching plan, coaching sessions will take The Coach has to discuss place on the following dates and times and in the following venues…” the coaching session date(s), Coaching session “During the first coaching session, date(s), times and times and you will learn the following sub task(s) venue(s). venue(s) …” (as reflected in the Coaching plan). “During the next coaching session, you will learn the following sub- task…”

“The following resources are required The Coach has to discuss during the different coaching the resources that are required sessions…” The resources that during the coaching sessions and are required during “I will ensure that the following whose responsibility it is to provide the coaching resources are available during the the resources sessions. coaching sessions…” (as reflected in the Coaching plan “You have to ensure that you bring and Task summary). the following resources to the coaching sessions….”

The special needs and learning The Coach has to discuss barriers of the “What could prevent you from the special needs and learning learner as well as implementing your Coaching plan? In barriers of the learner and actions to address what way could I, or anyone else, be the special needs the actions that the Coach will take of assistance to you during the and learning to address the special needs and coaching?” barriers of the learning barriers of the learner. learner.

The special The Coach has to discuss needs and “What could prevent you from the special needs and learning barriers learning barriers implementing your Coaching plan? of the learner and of the learner as In what way could I, or anyone else, well as actions the actions that the Coach will take to be of assistance to you during the to address the address the special needs and learning coaching?” special needs barriers of the learner. and learning barriers of the learner. Special needs and What action should the Coach take? learning barriers

Personal and social problems (e.g. financial difficulties, family-related Give some advice and share his/ her problems, absence from experience on how to deal with the problem. work, withdrawal from Refer the learner to a psychologist, the coach-learner occupational therapists or social worker. relationship, depression, substance abuse, etc.).

Encourage the learner(s) and compliment him/ Lack of motivation. her on his/ her skills, knowledge or willingness to continue with the assessment. Low self-confidence and poor self-image. Bring the learner(s) into contact with other learners.

Explain the benefits of coaching (e.g. career Negative feelings about opportunities, etc.) to the learner. the coaching. Bring the learner into contact with other learners.

Lack of support from Encourage learners to support each other. Supervisor/ Manager/ Pay more individual attention to the learner others. who experiences problems.

Change the dates of coaching sessions where Not being able to adhere possible. to coaching session dates. Deal with the matter as per the Coaching Policy and Procedure of the organisation.

Not pitching/ arriving Change the times of coaching sessions where late for coaching possible. sessions. Deal with the matter as per the Coaching Policy and Procedure of the organisation.

Aspects to be Notes and guidelines Examples of what the Coach should say discussed

“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 The Coach has to discuss sessions, The rules that will the rules that will apply during …” apply during the the coaching sessions (as “The Coaching Policy and Procedure of the coaching reflected in the Coaching organisation further states that after you had sessions. Policy and Procedure of the three opportunities to practice the task (while organisation). 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 …”

The Coach has to discuss (except for the resources already discussed) what the learner must bring with to the coaching sessions (e.g. “Please bring a notepad and pen to the stationery), coaching sessions so that you can make note when necessary.” What to do to (if applicable) what the learner prepare for the must wear during the coaching “You have to wear the following close during coaching sessions (e.g. personal the first coaching session.” sessions. protective equipment (PPE)) “You have to read page ten to twenty of the and learner manual before the second coaching what the learner must do to session.” prepare for the coaching sessions (e.g. read certain procedure of the organisation or learner manuals).

Throughout the meeting, the The questions, “Is this clear to you?” Coach has to give the learner inputs and/ or an opportunity to ask “Do you have any questions?” concerns of the questions, discuss concerns learner. “What concerns do you have?” and provide inputs.

Aspects to be Examples of what the Coach should Notes and guidelines discussed say

At the end of the pre-coaching meeting, the learner has to indicate his/ her review of the meeting. “If you do not have any further questions, The learner’s The learner also has to indicate please indicate your review of the pre- review of the pre- his/ her agreement to the coaching meeting and also sign the coaching meeting Coaching plan by Coaching plan to indicate your agreement as well as the thereto.” learner’s completing the relevant section(s) agreement to his/ of the Coaching plan and “You should also keep a copy of the above mentioned document in a save her Coaching signing it. plan. place so that you can refer to it when necessary.” The Coach also has to sign the Coaching plan to indicate his/ her agreement thereto.

1.6 Example of a Coaching plan The following is an example of a Coaching plan that a Coach compiled:

COACHING PLAN

Learner initials and Learner ID A Joubert 45362376365 surname number

Coach initials and B Naidoo Coach ID number 8583737373 surname

Task that learner must be able to perform after Milk a cow coaching

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.

Sub-tasks that learner Coaching must be able to perform Time Venue Resources required date(s) after coaching

Prepare cow for milking. cow hay 22/05/2013 09:00 Farm-yard A bucket ointment Milk cow rope

log sheet (blank) Perform administration example of completed log 29/05/2013 10:00 Classroom A after milking process. sheet pen and clipboard

Special need(s) and learning barrier(s) of Actions to address special need(s) and learning learner barrier(s) of learner

Coach will arrange that another Manager supports No support from Manager. the learner during practices and will discuss the matter with the HR/ Training Department.

Learner’s review of pre-coaching meeting Agree Disagree

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.

I agree/ The learner’s background and work experience.  disagree that the following The training needs of the learner.  aspects were discussed The work environment of the learner.  and agreed with me during the pre- Coaching session date(s), times and venue(s).  coaching The resources that are required during the coaching meeting:  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. 

Agreement to Coaching plan

Learner signature A Joubert Date 01/05/2013

Coach signature B Naidoo Date 01/05/2013

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).

48.Learning Unit 13: Conduct the coaching sessions

1. Name the phases of a coaching session. 49. Conduct the coaching sessions. 50. Explain the reason why the Coach should first give positive feedback to the learner after the coaching sessions. 51. Name the methods that the Coach could use to monitor the learner’s progress during the coaching sessions. 52. 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. 53. List the actions that the Coach should follow after the coaching sessions to maintain the confidentiality of coaching-related information.

1. Conduct the coaching sessions

During 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).

Step 2

Consider the phases What are the phases of a coaching session? of a coaching session. An ‘explanation by the Coach’ phase i.e. a phase during which the Coach has to explain Per coaching session, 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 identify task and sub-tasks to the learner. the most appropriate A ‘checking the knowledge and understanding of the learner’ phase during which the sequencing of phases Coach has to check the knowledge and understanding of the learner. of the coaching A ‘demonstration by the learner (practice)’ phase during which the Coach has to provide session i.e. identify an opportunity to the learner to demonstrate the task and sub-tasks i.e. practice the task the sequence in which and the sub-tasks. the phases should be A ‘feedback to the learner’ phase during which the Coach has to provide feedback to the learner in terms of the learner’s performance. applied during the coaching session. What options are available in terms of the sequencing of phases of a coaching session? Option 1 Option 2 Option 3 Option 4 Checking the Demonstration Demonstration Explanation by knowledge and by the learner by the Coach the Coach understanding of (practice) the learner

   

Demonstration Explanation by Demonstration Feedback to the by the learner the Coach by the Coach learner (practice)

   

Checking the Checking the knowledge and knowledge and Demonstration Explanation by understanding understanding by the Coach the Coach of the learner of the learner

   

Demonstration Demonstration Explanation by Demonstration by the learner by the learner the Coach by the Coach (practice) (practice)

   

Checking the Checking the Feedback to the Feedback to the knowledge and knowledge and learner learner understanding of understanding of the learner the learner

   

(Final) Final Demonstration Demonstration Demonstration demonstration by the learner by the learner by the learner by the learner (practice) (practice)

   

(Final) (Final) (Final) Feedback to the Feedback to the Feedback to the Feedback to the Version 02: 2-Sep-13 Page | 89 Learner Guide Mentoring and Coaching October 2013

learner learner learner 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

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 a friendly Demonstrate empathy i.e. demonstrate an understanding of the emotional and open approach reactions and needs of the learner without becoming emotionally involved. throughout the Act firm i.e. when necessary, discourage attitudes and behaviour that are coaching session. 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.

Step 4

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 “Please take notes during my applicable and practical. explanation.” Explain the purpose of the task and how it ‘fits in “The purpose of this task is … with ‘the bigger picture’. (The learner must It forms part of the ... process. understand the relation between the task that Before this task, … is he/ she must be able to perform and other performed by … After this organisataional processes that affects and is task, ...” 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 n.a. 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 Conduct the handout, learner manual, etc. and explain the “To perform this task, you identified first phase sub-tasks in a logical sequence. Begin with the must firstly ..., then …, then of the coaching first sub-task, followed by the second sub-task, …“ session (as per the etc. identified sequence “What is the first thing that you of phases) (e.g. the Check whether the learner understands the sub- have to do when …? What tasks by asking questions. ‘explanation by the must you do after that?” Coach’ phase). “When you prepare your Refer the learner to the appropriate point in the working area, you must be handout, learner manual, etc. and explain the careful not to ...” detail of every sub-task. This means that the Coach has to explain the following: “To perform this sub-task, you must use ...” What sub-tasks must be performed. How it should be performed i.e. the performance “You have to … because it will standards/ assessment criteria that apply to the ensure/ prevent that ...” task (and sub-tasks). “If you do not …, ... could Why the learner has to perform sub-tasks in a happen.” certain way. “To perform this sub-task, you What tools, equipment, etc. the learner has to must use ... This is a … It has use during the specific sub-tasks. (The Coach a sharp edge and is different has to point at the various tools and equipment from … in the following ways and name it so that the learner can associate the …” tools or equipment with the name of the tools or “If … happens, you can do the equipment.) following. If the problem What the learner should do if something goes continues, you have to ...” wrong when performing the sub-tasks. “Ensure that … is place. You What safety procedures apply to the sub-tasks. have to first ... before …” Allow the learner to ask questions and motivate “What questions do you the learner to ask questions. have?”

Step 5

What should the Coach do and say during the ‘demonstration by the Coach’ phase? What should the Coach What should the Coach do? say? Ensure that all the necessary resources required during the coaching session are available and ready n.a. 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 n.a. get confused between left-hand and right-hand actions; it is best for the learner to stand beside the Coach.) Remind the learner of “If you can remember, I the sub-tasks that he/ she has to perform (as explained that, to perform explained during the previous phase of the coaching this task, you must firstly session) and …., then..., then...” the reason for performing the sub-tasks in a certain Conduct the way Remember, you have to identified next phase … because it will ensure/ and then demonstrate every sub-task to the learner prevent that…….” of the coaching while explaining it. session (as per the Use the right tools and equipment in the right way identified sequence n.a. of phases) (e.g. the during the demonstration, ‘demonstration by Were applicable, first demonstrate how to use a the Coach’ phase). specific tool before demonstrating a sub-task during n.a. which the specific tool is required.

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 n.a. 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 n.a. to endanger anyone’s life). “What questions do you have?” Allow the learner to ask questions and motivate the learner to ask questions. “One of the questions, which learners usually ask is, ...” Summarise the sub-tasks and highlight important n.a. points.

Step 6

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? Conduct the identified next phase Ask the learner to explain the sub- “Please, in sequence, name (and of the coaching tasks in sequence in his/ her own explain) the sub-tasks that you have to words. perform when performing the task.” session (as per the identified sequence “Yes, that’s correct.” of phases) (e.g. the Praise the learner where appropriate “Well done.” and remind him/ her of the sub-tasks ‘checking the “Good.” knowledge and where necessary. “Wonderful, just remember that ...” understanding of the learner’ phase). Ask questions to verify that the “What will you do if …?” learner knows and understands the “What should you do when …?” sequence of the sub-tasks as well as “Why must you …?” the performance standards/ assessment criteria that apply to the “Why do you …?” task (and sub-tasks). “Where do you …?”

Step 7

Conduct the What should the Coach do and say during the ‘demonstration by the identified next learner’ phase? phase of the coaching session What should the Coach do? What should the Coach say? (as per the identified sequence Give an opportunity to the learner to practice the task immediately after or as soon as of phases) (e.g. the n.a. ‘demonstration by possible after his/ her demonstration (i.e. the the learner demonstration by the Coach). (practice)’ phase). Remind the learner that he/ she is present to “Remember, this is a practice and help and assist the learner. (The learner could I will assist you where necessary be very nervous to perform the task while the during your demonstration.” Coach is watching.) “You have three opportunities to Tell the learner how many opportunities he/ practice while I am present. she has to demonstrate (i.e. practice) the task. Thereafter ...” (The learner will be more focused if he/ she knows that he/ she must be able to perform “You will have one opportunity to the task after two or three attempts.) perform the task today. Thereafter …” Ask the learner to demonstrate the task and “You now have to demonstrate sub-tasks. the following task to me ...” “I will observe your demonstration Remind the learner that he/ she will watch and after performing the task (observe) the learner while demonstrating the (including all sub-tasks), I will give task and inform the learner when he/ she will you feedback on your give feedback to the learner. performance” Ask the learner to explain what he/ she is “During the demonstration, you doing while doing it. Also ask the learner to have to explain what you are explain why he/ she is doing something. (This doing and why you are doing it. will help the learner to remember the You have to, for example say:’ I performance standards/ assessment criteria am doing this calculation because that apply to the task (and sub-tasks.)) …” Ensure that he/ she can clearly see what the learner is doing without ‘watching over the n.a. learner’s shoulder’. Observe the demonstration by the learner in n.a. 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?

“Good.” In the beginning, acknowledge it if the learner “That’s right.” performs the sub-tasks correctly. “Go on.”

Allow the learner to demonstrate the sub-tasks n.a. 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 n.a. 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 n.a. help the learner to perform the task correctly and therefore the learner will rely on the Coach for encouragement, support and correction.) “John, you can stop the demonstration now. I will give If the learner makes a mistake that: you some feedback and will affect the steps that follow, thereafter, you may continue is not safe i.e. which endangers someone’s life with the second or the plant, demonstration/ practice.” will result in unnecessary waste of materials, or ”I noticed that you did … shows that the learner really does not know how during the demonstration. to perform the task, What could be the effect if you do …? What else should you stop the learner and immediately give feedback have done? What should you to the learner on his/ her performance. After the have done differently? ” feedback, ask the learner to demonstrate the task and sub-tasks again. ”You therefore have to do ... instead of … if …” ”Let’s try again.” Ask the leaner to demonstrate what he/ she will “Please demonstrate to me do if something goes wrong during a task (e.g. if what you will do if ...” a tool breaks, etc.) Ask the knowledge questions reflected on the Observation checklist and record the learner’s n.a. answers on the Observation checklist. Complete the rest of the Observation checklist to reflect the observations made during the n.a. demonstration by the learner.

Step 8

What should the Coach do and say during the ‘feedback to the learner’ phase?

“What was good or bad about your demonstration?” “What did you do correctly?” “What steps did you forget to Ask the learner for feedback in terms of perform?” his/ her demonstration. “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 Conduct the sequence? “In terms of your demonstration: That identified final phase Did the learner perform the sub-tasks at was excellent!” of the coaching the right speed? “Good, Peter!” session (as per the Did the learner perform the sub-tasks in identified sequence the correct way? “You did follow the right sequence when performing the sub-tasks.” of phases) i.e. the Did the learner use the correct tools, ‘feedback to the equipment, etc. in the correct way? “You unfortunately did not remember to ...” learner’ phase. Start with the positive and then move on to the sub-tasks that were not performed “Remember to, in future, also …” or that were not performed according to “I am sure that, if you practice, you the performance standards/ assessment will get it right next time.” 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.) “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 Agree on further action (e.g. an additional terms of this task.” session(s), formal assessment, etc.) “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 | 97 Learner Guide Mentoring and Coaching October 2013

“Is this clear to you?” Discuss the questions, inputs and/ or “Do you have any questions?” concerns of the learner. “What concerns do you have?” “If you do not have any further questions, please indicate your review of the coaching feedback meeting and Discuss the learner’s review of the also sign the Coaching report coaching feedback meeting as well as (including Observation checklist) to the learner’s agreement to his/ her indicate your agreement thereto.” Coaching report (including Observation checklist). “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 n.a. it to indicate his/ her agreement thereto.

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 Learner ID A Joubert 456789123 surname number

Coach initials and B Naidoo Coach ID number 756478484 surname

Task that learner must be able to Milk a cow perform after coaching

OBSERVATION CHECKLIST

Knowle Performance standards/ Coach observations/ dge Sub-tasks  or X Model answers assessment criteria remarks questio ns

Prepare What cow for equipm milking. ent Necessary equipment is Bucket, rope,  must prepared. stool. you prepare ?

Cow is fetched. 

Why must Cow is fed. Distracts cow Hay was not clean and you X during the Clean and dry hay is used. dry. feed milking process. Two bunches are supplied. the cow?

Cow’s legs are tied. Did not use double-knot. X Why To avoid injury. Double-knot used. must the cow’s

legs be tied?

What will you do if the cow Stroke cow, first does milk another cow X not and then return allow to original cow. you do tie its legs?

Why is it necess ary to wash Hygiene – to Hands washed.  your avoid germs hands spreading. before you milk the cow?

Ointment applied to udder. X

Did not check that Milking equipment attached as equipment was attached X per organisational procedure. properly.

Knowle Performance standards/ Coach observations/ dge Sub-tasks  or X Model answers assessment criteria remarks questio ns

Why must you stand Safety procedures are clear of Safety procedures applied.  the To avoid injury. applied. Stood clear of cow’s legs. cow’s leg during Milk cow. milking ? Cow is handled without injury  and with respect. Communication with Spoke clearly.  Supervisor is effective. Milking equipment is removed as per  organisational procedure. Quantities are accurately Perform  captured on log sheet. administration after milking Cow condition accurately Cow condition not X process. captured on log sheet. captured.

Recommended further action

(If ready for formal assessment) Continues with formal assessment.

I hereby (If not ready for formal assessment) Continues with an additional coaching  recommend session(s). that the learner: (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/ Agree Disagree Remarks coaching feedback

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 B Naidoo Date 30/05/2013 signature

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).

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’.

54. 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).

55. As a group, discuss the effectiveness of the ‘coaching session’ that took place.

Observation checklist: Conducting the coaching sessions

Phase Did the Coach…  or X

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.

All Act firm i.e. when necessary, discourage attitudes and behaviour that are phase undesirable or disruptive. s 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.

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. ‘Expla Check whether the learner understands the sub-tasks by asking questions. nation by the Coach 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 phase 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.

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 ‘Dem and then demonstrate every sub-task to the learner while explaining it. onstra tion by Use the right tools and equipment in the right way during the demonstration, the Coach Were applicable, first demonstrate how to use a specific tool before ’ demonstrating a sub-task during which the specific tool is required. phase 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.

‘Chec king Ask the learner to explain the sub-tasks in sequence in his/ her own words. the knowl edge Praise the learner where appropriate and remind him/ her of the sub-tasks where and necessary. under standi ng of the Ask questions to verify that the learner knows and understands the sequence of learne the sub-tasks as well as the performance standards/ assessment criteria that r’ apply to the task (and sub-tasks). phase

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).

‘Dem Ask the learner to explain what he/ she is doing while doing it. Also ask the learner onstra to explain why he/ she is doing something. (This will help the learner to remember tion by the performance standards/ assessment criteria that apply to the task and sub- the tasks.) learne r Ensure that he/ she can clearly see what the learner is doing without ‘watching (practi over the learner’s shoulder’. ce)’ phase 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.)

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,

‘Dem will result in unnecessary waste of materials, or onstra shows that the learner really does not know how to perform the task, tion by the stop the learner and immediately give feedback to the learner on his/ her learne performance. After the feedback, ask the learner to demonstrate the task and r sub-tasks again. (practi ce)’ Ask the leaner to demonstrate what he/ she will do if something goes wrong phase during a task (e.g. if a tool breaks, etc.) (cont.) 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.

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? ‘Feed back Did the learner perform the sub-tasks in the correct way (according to the to the performance standards/ assessment criteria)? learne Did the learner use the correct tools, equipment, etc. in the correct way? r’ phase 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).

COACHING REPORT (INCLUDING OBSERVATION CHECKLIST)

Learner initials and Learner ID surname number

Coach initials and Coach ID number surname

Task that learner must be able to perform after coaching

OBSERVATION CHECKLIST

Performance standards/ Coach observations/ Sub-tasks  or X Knowledge questions Model answers assessment criteria remarks

Recommended further action

(If ready for formal assessment) Continues with formal assessment.

I hereby (If not ready for formal assessment) Continues with an additional coaching recommend session(s). that the learner: (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/ Agree Disagree Remarks coaching feedback

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

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?

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?

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