Coaching and Mentoring
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- Augustus Whitehead
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1 Coaching and Mentoring Staff Development Human Resources
2 Benefits of Coaching and Mentoring The University of Huddersfield has experienced significant change in recent years; a trend which will continue for the foreseeable future. Coaching and mentoring will help preserve and strengthen our capacity for knowledge sharing, enterprise, innovation, individual empowerment, open communication, decision making, resilience and flexibility to deal with change. Staff Development needs to express and articulate a clear purpose for our coaching and mentoring provision, aligned visibly with our University Strategy. Organisations where coaching is embedded in its workplace culture have outlined some of the following benefits: More effective leadership. Coaching as a management tool frees managers to be more strategic, rather than get involved in the day-to-day management of their Schools and Services. Change Management. Coaching is highly effective for people or teams in transition, or faced with new challenges, particularly those in relatively short time-frames. It encourages people not only to adapt to change but also to generate changes. Empowering staff to think independently, and helping people to generate their own solutions to problems rather than rely on what has been done in the past. Fostering innovative and entrepreneurial values by encouraging people to generate ideas and be creative. Development of staff confidence and self-reliance to come up with their own ideas and be able to make decisions effectively. Facilitation of the sharing of new ways of working, thoughts and concerns. Clarification of career aspirations as part of institutional succession planning and talent management strategies. Supporting newly-appointed or promoted managers to come to grips with the dimension and direction of their new role. Organisations where mentoring is embedded in its workplace culture have outlined some of the following benefits: Knowledge Management and Retention. Retaining knowledge is especially important within Higher Education. When key and experienced staff leave our Institution, their valuable information leaves with them. An effective mentoring relationship encourages staff to share their knowledge, experience and skills with other colleagues. Knowledge Transfer. Mentors will elevate and escalate knowledge transfer, shortening learning curves, thus ensuring staff (especially when they are new to our University) excel in their jobs in a much shorter period of time. Mentors will support staff with questions or concerns, reducing the time needed to complete tasks, or deal with issues. Reducing Turnover Rates. A high percentage of turnover is caused by staff not knowing how to do their job. A mentor can help to ensure that staff work through any frustrations or concerns they may have. Development of leadership and management skills. Mentors can assist in teaching and demonstrating leadership skills to mentees, thus showing potential requirements for future leadership positions. Career Growth/Succession Planning. Mentors can help provide a career growth path to other staff. Mentoring is an effective mechanism for preparing staff to fill key roles as part of future University of Huddersfield succession plans. Page 2 - Coaching Strategy
3 In addition, there is an increasing body of evidence to highlight the impact coaching and mentoring can have during the transition of new managers from one role into another, or staff who have recently become managers for the first time. Richard Elsner, in his book Lost in Transition (Cyan/Marshall Cavendish, London 2006) suggests that some transitions are trickier than others, the most difficult being moving up and/or moving organisations, and that such transitions can be shocking (including role shock, culture shock, and context shock). These shocks have the potential to de-rail a transition. He suggests that coaching and mentoring provided during the first 100 days in a new leadership role has been shown to significantly reduce this risk of derailment. The Link to our Strategy Map Coaching and mentoring must clearly support our strategic objectives, and not be seen as a stand-alone panacea for all development needs. The University of Huddersfield s Strategy Map states: Our Vision: To be an inspiring, innovative University of international renown. Our Mission: To deliver an accessible and inspirational learning experience, to undertake pioneering research and professional practice, and to engage fully with employers and the community. Based on the organisational benefits highlighted in page 2, it is proposed that coaching and mentoring supports key elements of our Strategic Map; specifically, the Enablers around Developing and Empowering Staff, including: E1: To establish an effective Leadership and Management culture which secures continuous improvement. E2: To identify and develop the human talent of the University to secure continuous improvement and clear succession planning. Page 3 - Coaching Strategy
4 Defining our approach to Coaching and Mentoring We must maintain a clear sense of purpose and understanding about the roles coaching and mentoring have both independently and collectively, including: Definitions of what coaching and mentoring both are, and are not. What provision is currently available for both, including training opportunities. Which intervention is most appropriate and why. What type of environment supports each, as well as providing enabling frameworks and structures that are congruent with our chosen approach to coaching and mentoring. One-to-one Mentoring A mentor s role at the University is to work with a less experienced member of staff, the mentee, either formally or informally, supporting them to set developmental goals and devise action plans. A mentor has experience in a particular area of work and supports the mentee s development, often using coaching style questions to get better results to help staff work towards where they want to be. They act as a sounding board for the mentee, helping them to develop their ideas and formulate new working practices. One-to-one Coaching A coach s role at the University is to support staff with specific work challenges. These could include projects or career progression. The coach supports the development of the staff member by asking the right questions and assisting them to uncover their own knowledge and skills and change their behaviours. Coaches encourage coaches to deliver a stronger work performance. A coach believes that the coachee has all the tools and resources available within them to work towards their goals. Coaching as a (Management) Tool Coaching as a management tool/style emphasises the consideration of staff members existing expertise and experience. Working within the existing managerial relationships, the manager asks questions to encourage the staff member to identify strategies for success. The managers focus on raising self-awareness and taking action. The following table highlights the main differences between coaching and mentoring relationships. Although both are separate and distinct from one another, coaching and mentoring can often overlap. Mentoring Ongoing relationship that can last for a long time. Can be more informal and meetings can take place as and when the mentored individual needs some guidance and or support. More long term and takes a broader view of the person. Mentor usually passes on experience and is normally more senior in the University. The focus is on career and personal development. Coaching Relationship generally has a short duration. Generally more structured in nature and meetings scheduled on a regular basis. Short-term (sometimes time-bound) and focused on specific development areas/issues. Not generally performed on basis that coach needs direct experience of coachee s formal job role. Focus generally on development/issues at work. Page 4 - Coaching Strategy
5 Agenda is set by the mentored person with the mentor providing support and guidance to prepare them for future roles. Revolves more around developing the mentee professionally. Agenda focused on achieving specific, immediate goals. Revolves more around specific development areas/issues. Our approach to building on our existing coaching and mentoring provision is based on gaining acceptance and momentum through personal experience, word of mouth, and the Staff Development Team and Champions, working closely with their Schools and Services. In addition, coaching and mentoring will be promoted through the Staff Development Handbook, website and social media platforms such as Twitter. Our aim is to help embed coaching and mentoring at all levels, not simply to equip managers with coaching and mentoring skills. Staff Development will employ different strategies for embedding coaching and mentoring throughout Schools and Services. External Coaching Pool for Senior Managers Senior managers tend to prefer to be coached externally, given difficulties that may arise in the differences in status between the coachee and internal coach, such as perceptions of confidentiality and neutrality which, at senior levels, seems to be more acutely felt. Providing external coaching for our senior staff will provide them with the space and thinking time required to analyse and make both strategic and operational decisions. It is important we identify high-calibre external coaches, and pay close attention to the quality of their practice. In order to do so, Staff Development will actively manage the provision of our external coaches, with clear framework agreements and a preferred supplier list. Staff Development needs to ensure consistency across Schools and Services with regard to the quality and professionalism of the external coaches we use. The identification of this pool of external coaches will be carried out by means of a selection process using specific criteria, adding to the small number of external coaches Staff Development currently uses. The recruitment of external coaches will consider the following: Coach biographies. Role description for a coach at the University of Huddersfield. Application form, references and coachee testimonials. Informal interviews to ensure their approach to coaching is aligned to that of the University, and to ensure Staff Development has a wide range of external coaches available. The Head of Staff Development will support the matching of the external coaches to senior staff (grade 9 and above) within the University of Huddersfield. Engagement with Coaching and Mentoring Confidence in the University s coaching and mentoring service will be upheld by: The active promotion of the definitions and benefits of the coaching and mentoring provision, including working closely with the Staff Development Champions. Ensuring the application to become an internal coach is not restricted, and is supported by the line manager. Page 5 - Coaching Strategy
6 A robust selection process to become an internal coach. Referrals for either coaching or mentoring being coordinated and evaluated through Staff Development. Staff Development will work closely not only with colleagues in Human Resources, including Occupational Health, but also with all Schools and Services to channel coaching and mentoring referrals. Ensuring mentors have a vast range of experience and expertise. Ensuring the design and delivery of high-quality training to become an internal coach, and learning interventions for both mentors and mentees. A clear set of common competencies and standards for both external and internal coaches. Ongoing support for both coaches and mentors, including regular networking and CPD, and events in partnership with the wider Yorkshire Higher Education Coaching and Mentoring network, and a bank of useful resources and coaching supervision. Internal Coaches We already have a small number of qualified and practicing coaches, who have attained the ILM Level 5 Coaching and Mentoring qualification as part of the Huddersfield Academy of Leadership and Management. Internal coaches, when effectively selected and trained, are particularly effective, as they have an understanding and knowledge of the University of Huddersfield s culture and values. In order to grow our coaching pool, staff interested in becoming workplace coaches would need to apply for a tailored coaching programme. The quality of the coaching relationship is the most important determinant of success in coaching. Our internal pool will be encouraged to undertake observations of their coaching practice prior to joining the coaching pool. This observed one-to-one session with a fellow coach in training, and based on the ICF competencies, will ensure our coaches have achieved a certain standard of coaching practice. For future coaches, and in order to manage expectations for staff members and their line managers, prior to attending any coaching programmes there would need to be a commitment to ensure the following: Attendance at the relevant number of days of training. A commitment to peer support groups for the duration of the programme. Sessions of one-to-one coaching for themselves as part of the programme. Completion of any assessments (if the coaching programme is accredited). Once qualified, and in order to ensure that the quality and reputation of the internal coaching pool remains high, staff members would need to commit to the following: To go on to an internal coach register. To provide one-to-one coaching to staff based on a minimum number of sessions provided at regular times (to be arranged). To attend regular coaching supervision meetings. To access ongoing CPD. Staff Development will support future matching of coach to coachee to ensure coaches and coachees are from separate parts of the University, in order to maintain impartiality and increase the likelihood of a successful and productive coaching relationship. Page 6 - Coaching Strategy
7 A dedicated Staff Development Manager will support the matching of the internal coaches to staff within the University. Staff Development Managers will actively monitor and seek feedback as to the continuing appropriateness and effectiveness of the coaching relationship. Internal Mentors Like coaching, it is vital that staff who agree to become mentors have the right skills, qualities and time to make the relationship work. The University of Huddersfield has a well-established mentoring scheme, with more than 200 mentors available to potential mentees. At present, many informal mentor/mentee relationships are established throughout Schools and Services. Mentors at the University are trained to use a coaching style, but also give their personal insight and experience to the mentee. The referral process of matching mentors and mentees is undertaken by Staff Development Managers, who assess if coaching or mentoring is the most appropriate development intervention. Staff Development Managers will use their knowledge of colleagues within the University to match mentees with mentors with relevant experience in the area the mentee needs support with. As with coaching, Staff Development will ensure mentors and mentees are from separate parts of the University, and that the mentor has more experience in a similar role, often the next level up from the mentee. This will help facilitate the maintenance of impartiality, and therefore increase the likelihood of a successful and productive mentoring relationship. Staff Development Managers will actively monitor and seek feedback as to the continuing appropriateness and effectiveness of the monitoring relationship. How Coaching and Mentoring will be used across the University of Huddersfield Coaching and mentoring will initially be undertaken in some, or all, of the following areas: Coaching and mentoring will be offered to all new managers. Coaching and mentoring will be offered to those with a potential for leadership within the University, aligned to future Schools and Services talent management and succession plans. Coaching and mentoring will be offered to all delegates on leadership and management programmes. Coaching and mentoring will be offered to managers directly affected by change. Staff Development Managers will continue to manage referrals, conducting an individual needs analysis to determine if coaching or mentoring is an appropriate development solution on a case-by-case basis. Indications Coaching and Mentoring are embedded It is important to begin with the end in mind. How will we know when we have coaching and mentoring entrenched into our University culture? Strong indicators that coaching and mentoring are embedded include that: Page 7 - Coaching Strategy
8 Coaching and mentoring is seen as contributing to a successful University culture in all Schools and Services. Our staff are demonstrating increased creativity and innovation. Managers are equipped with the skills to use a coaching style of management when appropriate. Our staff are empowered to make appropriate decisions for themselves. Our staff are working autonomously and adapt to change positively. Our staff are increasingly aware of their own values and how they align to the University of Huddersfield values. Invaluable knowledge and expertise is shared, passed down and retained within the Institution. Coaching and mentoring are weaved into career and succession planning. How Effectiveness Will Be Assessed Staff Development will evaluate and report on the impact of coaching and mentoring both at an individual and institutional level. One of the reasons for a more structured approach to coaching in particular is the need to demonstrate a return on investment, as it is traditionally difficult to measure degrees of behavioural change through coaching and mentoring. It is therefore proposed that effectiveness will be measured in the following ways: For coaching: the involvement of the coachee s line manager prior to any coaching starting, with the joint completion of a three-way coaching contract used to set the coachee s objectives from the coaching relationship. This coaching contract should be standardised for both our external and internal coaching and used throughout all the Schools and Services at the University of Huddersfield. The objectives set through the contract may include rating statements (pre and post-coaching) associated with, for example, the coachee being more confident. Our approach to the evaluation of coaching will be incorporated within the design of a new, flexible and robust return of expectation strategy (utilising existing impact models). The use of control groups to measure the impact of coaching and mentoring, for example, one group of delegates could be provided with coaching or mentoring on a leadership and management programme. Use of pre and post-programme questionnaires could be used to compare experiences. Use of pre-and-post coaching or mentoring interviews and case studies. In the longer term, Staff Development will use specific development tools pre and post-coaching or mentoring, such as the Emotional Quotient Inventory (EQI) 360 questionnaires (via the test and re-test approach). Staff Development will also systematically communicate the impact of coaching and mentoring to our stakeholders across the University. Please contact Daniel Benton (Head of Staff Development) on or by d.benton@hud.ac.uk, if you want to discuss any aspects of this Coaching and Mentoring proposal. Page 8 - Coaching Strategy
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