It is good practice to spend at least 30 minutes and preferably more preparing for every mentoring meeting. Thinking through how you can support your mentee and how you can achieve that ensures you will get the most from that meeting. When diaries are busy and time is precious, this preparation also gives you both (more…)
Where and when you hold a mentoring conversation can make a significant difference to the quality of the learning that takes place. Practical guidelines: © David Clutterbuck, 2015...
Membership Required
You must be a member to access this content.
Why not sign up to a month's free trial?
Already a member? Log in here
Within any mentoring programme, a small proportion of matches will not work out as intended. The most common causes are: Mentors and mentees need to be prepared for this to happen and to regard the first two meetings as a form of probation – a trial to see how well they can work together. By...
Membership Required
You must be a member to access this content.
Why not sign up to a month's free trial?
Already a member? Log in here
Research has shown that properly managing the ending of the formal phase of your mentoring relationship is vital to how both parties feel about it thereafter. Often relationships that were allowed to fizzle out without formal closure resulted in one or both parties having an overall negative recollection of the mentoring experience. By contrast, almost...
Membership Required
You must be a member to access this content.
Why not sign up to a month's free trial?
Already a member? Log in here
Using a tool such as 360 degree feedback in coaching and mentoring can help build self-awareness, reflective skills, confidence, strengths and developmental potential. There are at least four common, practical situations where 360-degree feedback can be very helpful in coaching and mentoring: 360 degree feedback enables the caochee / mentee to better understand stakeholders perceptions, (more…)
Read More Using 360 degree feedback in coaching and mentoring
Diagnostic tools have two main uses in coaching and mentoring: Some diagnostics, such as the personality measures, need to be administered by an expert, who can help interpret them. Choosing the right personality questionnaire is important. One aspect of this is deciding whether to use one that is ‘type’-based, such as the Myers-Briggs Type Indicator...
Membership Required
You must be a member to access this content.
Why not sign up to a month's free trial?
Already a member? Log in here
There are ten pairs of questions below. Which item in each pair best describes how you approach coaching? All the odd numbered statements represent a directive coaching mindset, although some of these items are legitimate coaching behaviours, when used in moderation. All of the even numbers are non-directive. The higher your score of even items,...
Membership Required
You must be a member to access this content.
Why not sign up to a month's free trial?
Already a member? Log in here
Neuroscience is providing a lot of data about how people learn and what motivates them to achieve change. One of the most useful models to emerge from this, in the context of coaching is SCARF, which stands for Status, Certainty, Autonomy, Relatedness and Fairness. Neuro-leadership specialist David Rock explains it in this way: Status is...
Membership Required
You must be a member to access this content.
Why not sign up to a month's free trial?
Already a member? Log in here
Coaching requires skills, such as listening, questioning and giving feedback, but all of these should already be developed to some extent in line manager coaches and in coaches more generally. What makes them effective is the coaching mindset, and this we can summarise as the three Cs: Caring: Co-learning: Creativity: © David Clutterbuck,...
Membership Required
You must be a member to access this content.
Why not sign up to a month's free trial?
Already a member? Log in here
Developed by Peter Hawkins CLEAR stands for Contracting, Listening, Exploring, Action Review. CONTRACTING The emphasis at this stage is less about establishing goals than agreeing broad purpose and expectations of the learning relationship. LISTENING Still refraining from making judgements about what the coachee “needs”, the coach gives them space to describe their issue in their...
Membership Required
You must be a member to access this content.
Why not sign up to a month's free trial?
Already a member? Log in here