The options coursecoaching mentoring and managing _6 pptx

These people need to “feel good” about the work experience … about the job process … about their skills … about the task outcome.. The need for attention Some people won’t respond very l

processes These people have to understand each step When youstop and say, “Okay, now you go ahead and do it,” they’llprobably say, “Can you run through that one more time, please?”

If you’re a Type A personality, these deductive team members willtest your patience threshold! You will be tempted to shout, “I toldyou twice! Why do I have to tell you again?” But they’re notdoing it to upset you They truly need to understand Once they dounderstand a task, they’ll know it So, lay it out logically, walkthem through until they get it

Coaching, Mentoring and Managing

Encourage them to touch and feel, and they will learn faster You

can show and tell, but they must do If you are discussing

something, let them verbally process it If you are rewriting a

proposal, have them do the rewrite

Example

Coach:

What do you think? Great report, isn’t it?

Mentoree:

It sure is And you were right about not trying to add more

explanation up-front I tried putting in the financial

reasons and that only confused the situation

Coach:

You did? Well, don’t try spreading them throughout the

report because it will really distract the reader.

Well, I’m glad I didn’t tell you not to try anything else!

Let’s review what you have done It sounds like a better

piece of work.

Emotional Thinkers

Some minds let in information primarily through emotions

These people need to “feel good” about the work experience …

about the job process … about their skills … about the task

outcome If they don’t, their performance will soon show it You

can often motivate emotionally responsive team members by

understanding that each human being responds to one of four basic

emotional needs

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Emotional thinkers need to feel good about the job.

1 The need for control

Some team members respond poorly to assignmentsunless they feel in control of their environment If theyaren’t in control, they grow uncomfortable The way toassure someone that she is in control is to point out her

“win” record Show these team members how they aredoing … how they contribute productively Those thingsall verify “control.”

Example

Diane:

I’ve just got writer’s block, I guess I can’t seem to come

up with any sell lines I like.

Coach:

Well, let’s brainstorm some solutions together purchase signage for stuffed farm animals shouldn’t be too tough to have some fun with.

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2 The need for attention

Some people won’t respond very long to anything if they

don’t get positive attention from it Not that they must

constantly be “in the spotlight” — they simply need to

know that their contributions are consistently appreciated

They need a clear cause-and-effect relationship between

good performance and favorable reviews

3 The need for love

Many people must know that the leader cares about them

personally as well as professionally These people are

motivated by knowing that the coach sees “special”

attributes in their characters or abilities They need to feel

that the leader is grateful for them and for the type of

employee they are Most people demonstrate this need to

some degree The downside of this need? Delivering

criticism is a sensitive challenge to people who need to

feel cared for Use tact, time and tenderness when

correcting these team members

4 The need for justice or “rightness”

You will occasionally manage people who won’t do

anything unless it’s “correct” — organizationally or

culturally These folks are much like the “deductive

thinkers” discussed earlier “Why aren’t you doing the

job?” you might ask one of these people “I didn’t know if

I should, I didn’t know if it was right,” is the response

These people are not going to budge until they feel the

task lines up with written and even unwritten policy Once

you assure them that the procedure is organizationally

correct (and, if necessary, ethically correct), they will

respond eagerly and well

When you deal with someone who is primarily motivated by

emotion, find a way to tap into her basic needs You’ll likely find

the results you want Use charged words when communicating

with her

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It is more important to be human than to be important.

Intuitive Thinkers

The fifth way people assimilate data is by intuition Intuition

is an unconscious process that is neither rational nor emotional.Have you ever worked on something all day that didn’t “click”somehow? You didn’t quite get it Then you went to bed thatevening, ill at ease about the day’s unsettling activity But the nextmorning you woke up and … eureka! … you had the answer That’s an aspect of intuition While you sleep, yourunconscious mind still processes information Sometimes it wakesyou in the middle of the night with the right answer When youmentor people who operate by intuition, you have to give themtime to grasp things Tell them, “Hey, sleep on it We’ll look at ittomorrow No problem.” You may be surprised at the number of

“eureka” moments experienced by these people

Scientific Thinkers

The last way people process information is scientifically Tomentor these people means to let them test it, try it, experimentwith it They have to explore the information scientifically Untilthey do that, your counsel is often just so much theory to them.For example, let’s say you’re teaching them a new computerprogram If you say, “Whatever you do, don’t do that because ifyou do, it will erase everything,” their response is, “How do youknow?” You might say, “Well, it happened to me I did that andeverything was gone.” Don’t be surprised if they come back with,

“Maybe it’s changed.” Maybe something is different now and itdoesn’t work that way Let these people experiment and try outtheir own theories Set up safe situations for them to satisfy theircuriosity

Knowing that people think and process informationdifferently, cautions you that you cannot talk to each associate thesame way How will you determine the ways your people respond

to information? Observe and ask questions The followingquestions can generate responses to help you evaluate whichcategory each team member might fall into While almost all of usare combinations of the six types, usually one approach dominatesour thought patterns

Coaching, Mentoring and Managing

Style Analysis Questions

• Does this part of the job make sense to you?

• Does any part of the task seem unnecessary?

• Would you call this task hard? Easy? Why?

• What might you do differently to streamline the task?

• Is there anything that might better equip you to do

the task?

• What part of the task appeals most to you? Least? Why?

The answers allow you to interpret how your associates think

and how best to respond to them Many times, your advice and

explanations, stories and examples will do the teaching Match

their thinking styles with the way you provide information to

ensure the best results

Neurolinguistic programming is another tool to supplement

your ability to understand thinking style We are discussing how

people process information and how people take in information for

processing through their senses Some are more visual They rely

on seeing it to understand what you are saying When you use

visual words — “see”, “look”, “picture” — they will get the

message Others rely on their auditory senses and listen for

meaning They require slower speech and words like “hear”,

“listen”, and “sounds like” to trigger their understanding The

kinesthetic learner grasps meaning by movement She feels,

senses, gets it, in an active sense Each of us has preferences for

how we take in information If one parallels how people talk with

how they think, a mentor immediately realizes a sense of comfort

and understanding with her associate

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You don’t remember them because you were told only facts.You weren’t shown how those truths could be applied in yourdaily life And you weren’t asked to apply that informationyourself An example of the best kind of learning we experienced

as children is the art of tying a shoelace We were first told thattied shoes made our feet feel better and lessened the chance oftripping over loose laces … then we were carefully shown how totie those laces … and finally we were supervised as we tied ourown shoelaces Result? Information we have “owned” sincepreschool — and will always own

True learning works the same way with adults When you tell

an adult how to do something, she will remember 10 percent ofwhat you say If you show an adult how to do something, she willremember 60 percent But if you do something with that sameadult, she will remember 90 percent or more Mentoring is aboutdoing and about understanding It doesn’t matter how much youcan do something Nor is it important that you demonstrateperfectly You help the associate understand the why so that shecan do it and repeat it at will — her will

Based on those facts, the best way to teach adults is bydiscussing, explaining and involving Certainly, have them dotasks Make sure, though, through storying, that they see, feel andhear the big picture An example is how math is often taught.People pass tests, get 100 percent and A’s by multiplying,dividing, adding and subtracting Teachers do great jobs teachingthe processes of math But the students who excel, who cantransfer knowledge into real-life situations, are the ones wholearned the philosophy of math, who had teachers who explained

to them the fundamental principles As a mentor, you aren’t asconcerned with the doing today as you are with building thefoundation of their future

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The “10-60-90”

Principle

The three phases of the mentoring process use the “10-60-90”

principle to instruct people so they will learn and grow to their

greatest potential in the least amount of time As a StaffCoach™

in the mentoring role, there are three steps to add to the underlying

understanding First, make your associates successful; second,

show them their success; and finally, make sure they understand

why they are successful

The three phrases of mentoring follow:

1 PHASE 1 — Observe

2 PHASE 2 — Participate

3 PHASE 3 — Conduct

Phase 1 — Observe

In the first phase, the person you teach observes you or

someone else doing the job As she watches, you should be

answering questions You need to answer these questions, even if

they aren’t asked outright

• Why is this job important?

• What are the key components of this job?

• What are the cautions?

• What timing issues are important?

• What’s in this for me?

Example

Coach:

Well, what did you think of that sales meeting, Phyllis?

Pretty wild, huh?

Phyllis:

Yes, but you handled it well I just hope I can do it half as

well when the time comes.

— Willa Cather

Phyllis:

I don’t know Some of those guys were pretty irritated — and they’ve been around a long time.

Coach:

True I’ve just learned not to take personally anything said

in those meetings, and not to feel as if I have to leave with everyone liking me

Phyllis:

They seemed to respect you.

Coach:

If they do, it’s because I know they need to hear the truth

— even when it’s not what they want to hear I just stick to the truth Sometimes it’s good news, sometimes it’s not But my mother always told me, “Never alter the truth to make short-term friends, and you’ll never have long-term enemies.” It’s a good thing to remember in sales meetings.

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Phyllis:

I’ll remember.

Earlier you read about the importance of communicating

with your people As you show them how to do the job,

you add significance to the task … you communicate your

own mastery of and respect for the task You make the

associate feel that she is doing a job considered

meaningful by you and the organization

A common mistake mentors make in this phase is going

through the job too quickly If you rush your

demonstration of the job, the learner doesn’t have a

chance to absorb what’s going on — to ask the questions

she may need to ask Hurrying also leaves the learner with

the impression that neither the job nor the worker is really

worth your time Slow down while you demonstrate the

task Allow the learner to see every aspect of the job and

ask questions And maintain a relaxed, friendly attitude—

even if you have to repeat the task two or three times

Think for a moment about the teachers and “inspirers” you

identified back in Chapter 1 (page 24) What made them

so good? What made it easy, even fun, to learn from

them? Chances are your answer will be something like, “I

knew I could try and fail and try again without feeling

foolish or worthless.” No one enjoys learning with the

threat of time or performance minimums hanging over her

head Give your associate time to learn and she will give

you many reasons to be glad you did Being available to

talk is a key part of mentoring

Phase 2 — Participate

After you’ve demonstrated the job, the next phase is to have

the team member do the job with you This second phase of

teaching an adult to do a task involves three points

1 How can the task be shared?

First, determine how the task can be shared You’ll both

be doing part of it It’s up to you to determine how the

process can be shared meaningfully and memorably

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Don’t rush your demonstration of the job.

To teach is to learn twice.

Generally, it’s a good idea to allow the associate to assist

in the task while you perform the task essentials — notvice versa This allows a beginning person more freedom

to learn … less pressure to “get it right” the first time Forinstance, if you were helping your associate learn how topaint a wall, her part of the task might be holding theladder, keeping the brushes clean, etc

Occasionally, a task is so tied to single-operator functionsthat the associate can only look on while the mentorperforms it, but those situations are rare Likewise, youdon’t have to be there to watch what your associate does

In the mentoring session, you can discuss what happenedaccording to her, probe for meaning, and determine whatshe feels are excellent happenings and where there areopportunities for improvement

Coaching, Mentoring and Managing

4

FL Y

Team-Fly®

Exercise

List below the tasks that someone you might mentor could

participate in while learning from your performance

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As discussed earlier in this chapter (page 134), people willbegin to demonstrate what category of thinking they fallinto in these learning situations If you sense the

associate’s need for a more “deductive” or “scientific” (orwhatever) teaching style, you can tailor your instructions

to that style and thereby facilitate the learning experience

2 Does the associate understand?

Next, make sure your associate demonstratesunderstanding How do you know when a person hasadequately learned the task? One obvious way is to ask!Determine how much the person understands about thetask by asking her to explain it to you … or even better, tosomeone else

3 Is there time to learn?

Allow plenty of time for discussion and instruction As inthe first phase, don’t rush the process … don’t make thelearner feel under time pressure to complete the task.Allow time for the training to be done well

Phase 3 — Conduct

Once you’ve done the task with your person, it’s time for her to fly solo There are four questions that you, as amentor/instructor, must resolve before you begin the conducting stage

1 How can the associate demonstrate competency?

2 What level of competency will be adequate?

3 How much inaccuracy will be allowed?

4 When will unsupervised work be allowed?

How Can the Associate Demonstrate Competency?

In most job environments, the answer to this question willprobably be something fairly subjective like, “When the manager

is convinced.” Much of the time that response is probably fine.Being “convinced” usually means the associate appearscomfortable with the task activities and the skill level required,and grasps the logic behind the order of activities, etc

Coaching, Mentoring and Managing

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Additionally, she has no major questions unanswered … no fears

or confusion are evident

But, for other environments, where safety or secrecy issues are

of special concern, written tests may be necessary to answer this

question to the satisfaction of all Your role as a mentor is to

mentally and physically ready her for greater performance

What Level of Competency Will Be Adequate?

What specific things must occur for you to feel satisfied that

the associate has truly mastered the job? Are these specific things

time related? Quality related? Quantity related? If answers to these

questions are critical to proper job performance, they should be

formalized and made known to your associate in advance Making

sure questions like these are answered positively will affect the

amount of time you spend modeling a task for her, as well as the

sense of urgency associated with the mentoring process

How Much Inaccuracy Will Be Allowed?

People make mistakes when first learning a job How many

mistakes are acceptable? What kind? No person or book (outside

your own organization) can answer these questions for you — but

they must be resolved Otherwise, the teaching process is an

independent, irrelevant exercise for all involved Without some

performance benchmark, however minimal, words like “quality”

and “improvement” become very subjective

When Will Unsupervised Work Be Allowed?

When will you lessen your supervision of the person and

allow her to be more independent? What is the price of letting the

associate work unassisted? Can you afford it? With mentoring, the

associate should control the relationship

Again, these questions demand the development of general

guidelines for every organizational task attempted by your

associate The form shown here is one way to enable that process

It is an excellent job aid for you

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If at first you don’t succeed, you are in the majority.

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Job Phase Progress Report

Task _ Title Date Begun _ Date Ended Student Coach Dept. _

Needs

SAT GOOD EXCEL.

Needs

SAT GOOD EXCEL.

Needs

SAT GOOD EXCEL.