Coaching and Mentoring in Leadership

COACHING AND
MENTORING IN
Dr. Deepa R
LIBA
LEADERSHIP
COACHING and MENTORING
+ Leader as a Coach
+ Leader as a Mentor
+ Coaching and Mentoring have a developmental perspective
+ Developing employees
+ Developing the bench strength or leadership talent
+ Developing the talent pipeline
Successful
Global SEEK BRING OUT THE SEEK AND USE
Executives
OPPORTUNITIES BEST IN PEOPLE FEEDBACK
TO LEARN
(both as
Coach and
Coachee) LEARN FROM BEING OPEN TO
MISTAKES CRITICISM
Research by Gretchen Spreitzer – Michigan University

Successful Global
Executives
+Google’s Project Oxygen
+Great employees don’t
make great managers
+Two track development –
Technical skills Vs
Leadership skills
Assessing + Research and model developed by Scott DeRue
and and Centre for Creative Leadership at Michigan

University
Coaching + A – Assessment (for development)
People + C – Challenge
+ S – Support
Assessing personality, learning style, work style
+ Valid and reliable assessment
+ Avoid bias and stereotyping
+ Big 5 Personality
+ Conscientiousness (responsible, organised,
goal-directed) strong predictor of performance
+ Openness strong predictor of citizenship
behaviour
Assessing key strengths and weakness
Work on strengths or weaknesses??
Assessment Gap analysis – Stretch weakness until they

become strengths
Leverage strengths and develop strengths
Which is better?
Challenge
Stretch people to get them out of their comfort zone
Make them move out of routines
Developmental experiences have to be novel to get the individual outside their
Challenge
comfort zone
The developmental experience must foster change at the individual, team or

organisation level
The experience should have a visible outcome with high stakes
Must help people move across organisational boundaries
Expose them to diverse thinking

Leadership support to
Pair with another talented person
Building your personal board of directors –

whose board are you in?
Mentoring
Support
Sponsor
Coaching
Reflection and Learning – Structured

Self awareness: Johari Window
Known to self Not known to self
Known to others
Arena Blind
Closed Dark
Not known to others
The Johari Window
+ The Trust (Trust and Awareness Exists) + The Mask (Lack of Trust)
+ Do you know that feeling you get when + Perhaps you’ve experienced a moment
you are having a two-way conversation during a conversation where you were
with enough space to discuss asked why you responded poorly to a
differences, similarities, and thoughts particular comment, and you avoided
while feeling both heard and responding because you didn’t feel safe
understood? enough to share your thoughts.
+The Blind Spots (Lack of Awareness) + The Potential (No Trust, No Awareness)
+ Consider this as the “clean slate”
+ Have you ever been in the middle of a
moment when you meet someone new,
discussion and attempted to offer shake hands, sit down, and begin a
some feedback or insight into conversation. Things that exist will
observable behaviors, only for your remain unknown and unseen until both
observations to be met with confusion parties intentionally bring it into the
or denial? other person’s awareness.
Some may fear the Arena and struggle to move beyond the Potential state;
this is where good leadership and relationship building is paramount.
How to use the Johari Window?
• When coaching others, use the Johari Window as the basis for
formulating your continuous dialog. Ask your “coachee(s)” to do the
same with you, too.
• Use it when assessing team members’ knowledge and skill with new
tasks and assignments.
• It’s a great way to raise the level of transparency between members
of newly formed teams.
• Leverage it to check in on your own level of self-awareness and raise
your own self-awareness game. After all, we’re never too old to learn!
Coaching – Self-Analysis
Anxiety, Less
Confidence,
Low
performance
Learning,
confidence,
high
performance
Payne et al., Journal of Applied Psychology, 2007

Coaching –
Transactional Analysis
+ Transactional Analysis – or TA – was developed by Eric Berne to help understand
why we feel, think and act the way we do.
+ The ‘transaction’ is our interaction with others as conversation and other forms of
behaviour.
+ Guiding principles of TA are:

1. We have 3 ‘ego states’ of Parent, Adult, and Child (called the PAC model)
2. We engage in transactions with other people, or internally with ourselves
3. We, generally unconsciously, activate our ego states in our transactions, leading
to positive and negative behaviours of collaboration or conflict, empowerment or
disempowerment etc. depending on the ego state interactions.
+ These in turn lead to 4 possible states of:

• I am ok, You are ok
• I am ok, You are not ok
• I am not ok, you are ok
• I am not ok, You are not ok
Coaching – Transactional Analysis
+ A coaching conversation should always be
A to A, both parties equal, respectful, aware
and complementary. Even if the client is in
a Child state, the coach’s responsibility
would be to deal with the client as an adult,
leading to adult behaviour, and not as a
child.
+ Parent to Child, Parent to Parent and Child

to Child are other possibilities where
communications can get crossed. However,
these are generally outside the coaching
space, where we expect the coach to be an
Adult.
Coaching – For the Leader
+Leadership coaches and organizational consultants work with their
clients to explore undercurrents that drive behavior so that executives
can better manage defenses, learn how to express emotions in a
situation-appropriate manner, and cultivate a perception of self and
others that is in accord with reality
+Peer group coaching -Guided by an experienced external group
facilitator, group coaching brings a group of leaders together to reflect
on their interpersonal relationships, work practices, leadership styles,
decision-making practices, and organizational culture
+Interview, 360-degree feedback, Self-portrait, Identifying blind spots with
the group, group contagion, emotional cleansing, collective learning,
community building, altruistic motive (putting others above self).
Coaching & Mentoring – The Difference
Coaching & Mentoring – Some important
questions
+https://youtu.be/836-noR3DO8
+https://youtu.be/Atme26C0l5E
+https://go.mbs.works/products/tch-free-
vault/categories/2149038172/posts/2152980430 [NYzLDzLTA7]
+ Pdf -
Mentoring Tool Kit
+What most mentors are looking for from a mentoring relationship:
+ A sense that they are helping someone achieve their goals and making a difference in
another person's life.
+ An occasional "thank you" or acknowledgement of the assistance they are providing.
+ An enjoyable relationship.
+What you can do to invite initial and ongoing interest from someone to
serve as your mentor:
+ Know what you need and want from the relationship.
+ Have clearly defined objectives.
+ Identify problems that might be obstacles to reaching your objectives.
+ Give thought to and be able to articulate how you think a mentor could assist you.
+ Think about how you might reach your objectives with or without a mentor.
+ Be purposeful and pleasant and have challenging goals.
+ Don’t take advantage of a mentor’s goodwill, position, or confidential information.
Mentoring Tool Kit
+As a mentee, it's up to you to explicitly articulate your expectations to
your mentor and engage in a conversation about whether those needs
and expectations are realistic and appropriate.
+Some examples of expectations and assumptions might be:
+ My mentor will help me get a promotion, find a new job, etc.
+ My mentor will give me clear advice about what I should do in a
situation.
+ My mentor will act as a safe and confidential sounding board.
+ My mentor will teach me _________ skill(s).
+ My mentor will introduce me to _________ and _________.
Case Analysis
Dealing With Passive-Aggressives
+ Robert wondered why he was always so stressed out when he was dealing with Lucas, the latest addition
to his team. On the face of it, the new hire seemed very agreeable and supportive, but whatever
interactions Robert had with Lucas left him wondering about Lucas’s true intentions. Lucas made lots of
promises but never really seemed to deliver on them. What troubled him especially was that Lucas didn’t
respect deadlines. Whenever he pointed this out, Lucas always had a good excuse: The instructions
hadn’t been clear, perhaps, or he had misunderstood, or he had been relying on someone else for some
key task and that person hadn’t come through. To make matters even worse (according to some
colleagues), Lucas also had the habit of constantly complaining about Robert behind his back. It is not
difficult to ascertain that Lucas’s behavior is passive-aggressive: continuously expressing negative
feelings, resentment, and aggression in an unassertive, passive manner. All the while, people like Lucas
show all the signs of agreeable compliance, which makes them difficult to pin down and hold to account.
As a coach, what can you do to help Robert and Lucas work more effectively together?
Case Analysis
Questions
+ 1. Should Robert confront Lucas directly?
+2. What can the coach do to get Lucas to express his negative
feelings openly?
+3. What subjects or issues should be explored with Lucas?
+4. What exercises can Lucas do to practice direct confrontation
with Robert?
+5. What can Robert do to improve his relationship with Lucas?

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COACHING AND

Research by Gretchen Spreitzer – Michigan University

and and Centre for Creative Leadership at Michigan

Work on strengths or weaknesses??

Assessment Gap analysis – Stretch weakness until they

Leverage strengths and develop strengths

Stretch people to get them out of their comfort zone

Make them move out of routines

Developmental experiences have to be novel to get the individual outside their

The developmental experience must foster change at the individual, team or

The experience should have a visible outcome with high stakes

Must help people move across organisational boundaries

Expose them to diverse thinking

Pair with another talented person

Building your personal board of directors –

Reflection and Learning – Structured

Payne et al., Journal of Applied Psychology, 2007

+ Guiding principles of TA are:

+ These in turn lead to 4 possible states of:

+ Parent to Child, Parent to Parent and Child

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