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Coaching and Mentoring for Performance

2 Days

Introduction

Coaching someone in order to improve their performance (ie behaviour) is a mixture of appraisals and counselling.  If appraisals were done more frequently and less formally than they usually are, they would be synonymous with coaching.

On the job coaching aims to help people to learn from experience in a low-key routine way.  Coaching usually occurs when someone has made a mistake or not performed to the required standard.  This is helpful because learning from mistakes cannot be taken for granted especially as people frequently don’t even recognise a mistake as a mistake.  However, coaching is just as fruitful after someone has succeeded in doing something well.  People often don’t understand why things went well and are therefore not in a position to repeat the success.

Programme Objectives

Coaching is the process that helps people to review, conclude and plan so that they make fewer mistakes and have more successes.

Mentors have usually followed a path similar to that along which the mentee is travelling and can therefore help define and work through personal and professional issues.

A mentor offers advice and guidance towards achieving improved performance and generally involves a longer-term relationship.

The mentor can play a valuable role in helping the mentee keep a personal development plan to record what has been achieved and learned and identify appropriate career routes, including relevant future formal and informal learning.

Programme Content

  • Appropriate coaching and mentoring situations
  • Defining performance goals
  • Effectively giving ideas and information
  • Listening skills
  • Building rapport and trust
  • Confidence building
  • Overcoming misunderstandings and trust (communication)
  • Giving constructive feedback
  • Understanding motivation and motivating individuals
  • The learning steps
  • Measuring progress
  • Gaining and encouraging commitment
  • Ensuring task understanding and monitoring progress
  • Delegating tasks
  • Proving support
  • Intervening skilfully
  • Developing observation skills
  • Helping people solve their own problems
  • Getting people to trust their own judgement
  • Letting people act without supervision
  • Setting Action Plans