Working coaches, mentors, supervisors; mid-career
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...
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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...
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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...
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Line managers sometimes naively expect direct reports to jump at the chance to be coached, but there are many reasons why this isn’t going to happen. Among the most common: They don’t realise that they need coaching. They may be unaware of performance or behavioural issues they would benefit from addressing They don’t want to (more…)
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…)
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...
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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...
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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,...
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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...
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OSKAR derives from solutions focused coaching. It’s a more sophisticated version of GROW and has much the same pluses and minuses. O stands for Outcome This is a wider concept than the G (for Goal) of GROW and involves exploring with the coachee: S stands for Scaling Scaling is a common coaching tool and frequently...
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