ASSET SKILLS COACHING AND MENTORING PROJECT
Evaluation Report September 2013
Asset Skills Coaching and Mentoring Pilot Project
Contents Acknowledgements ................................................................................................................................. 3 Executive Summary ................................................................................................................................. 4 Introduction............................................................................................................................................. 7 Summary Literature Review .................................................................................................................... 8 The Need for Talent Development and Realisation within the Housing Sector ................................. 8 Talent, Coaching and Mentoring ......................................................................................................... 9 Coaching .............................................................................................................................................. 9 Mentoring.......................................................................................................................................... 10 Evaluation/Return on Investment of Coaching and Mentoring ........................................................ 11 Research Methodology ......................................................................................................................... 13 Conclusions and Recommendations ..................................................................................................... 15 Recommended 7 Stage Model (v2) for Developing a Coaching and Mentoring Culture within the Housing Sector .................................................................................................................................. 18 Appendices ............................................................................................................................................ 19 Organisation Questionnaire - Pre and Post-Pilot .............................................................................. 19 Focus Group Agenda ......................................................................................................................... 23 Bibliography....................................................................................................................................... 26
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Asset Skills Coaching and Mentoring Pilot Project
Acknowledgements Awbery Management Centre would like to thank the following people and acknowledge their research, input and enthusiasm for the successful completion of this Pilot project: •
Tracey Pepper MBA (Principal Tutor and Coach, Awbery Management Centre)
•
Sue Richardson (Data and Programme Coordinator, Awbery Management Centre)
Participants in the Pilot Project: •
asra Housing Group
•
Futures Housing Group
•
RCT Homes Group
•
Trent and Dove Housing
Thank you to asra Housing Group, Trent and Dove and Futures Housing Group which kindly provided venues and refreshments.
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Asset Skills Coaching and Mentoring Pilot Project
Executive Summary There is increasing evidence that coaching and mentoring helps individuals and organisations to develop talent and be responsive to change (Connor, Pokora, 2012). Talent consists of those individuals who can make a difference to organisational performance, either through their immediate contribution or, in the longer-term, by demonstrating the highest levels of potential (CIPD 2012). Coaching and mentoring was identified as one of the three most effective methods for talent development in the 2013 Research Survey conducted by the CIPD, involving 1,000 respondents from Public, Private and Not-For-Profit sectors across the UK (CIPD, 2013). The emerging trends confirm the benefit of developing strategically aligned coaching, mentoring and talent management strategies in the current challenging economic climate, to provide a sound and cost effective method of developing and realising talent (CIPD 2013). The focus for the Asset Skills Coaching and Mentoring in Housing Pilot was to explore the benefit of strategically aligning coaching and mentoring within the business strategy and to confirm, if by doing this, evaluation and measures could be established. This is a gap across all sectors (which the ILM confirmed in their 2012 survey of two hundred and fifty organisations) highlighting that whilst 95% of respondents believed coaching and mentoring was beneficial, only 39% undertake specific evaluation of coaching interventions. This report concludes the findings from the Asset Skills Coaching and Mentoring Pilot, developing and piloting a coaching and mentoring model which supports talent management for the Housing Industry area in the Asset Skills Sector. All of those participating in the Asset Skills Pilot project were at different stages on their journey of coaching and mentoring, from emerging to more established, embedded strategies. By the end of the programme and without exception, they were all convinced that by developing and implementing an integrated coaching and mentoring programme it would add value to the mix of learning and development interventions in their own Housing Associations. Coaching and mentoring was seen to complement current staff development strategies, offering an alternative to talent development that provides an individualised route to engaging people in improving performance. It was seen to enable people to cope with constant change and contribute to creating a more adaptable, responsive and flexible workforce that delivers the social business innovatively. © Awbery Management Centre Ltd - 2013
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Asset Skills Coaching and Mentoring Pilot Project The participating Housing Associations confirmed that the way forward was to align coaching and mentoring with the business strategy and that measures for evaluation should include effectiveness of the programme itself; impact on individuals, both coach/coachee and mentor/mentee and organisational results. Four Housing Associations from across the United Kingdom were invited to join the project and completed the six month Pilot. The project involved the testing of a seven stage model, based on Masters level research into coaching and mentoring cultures. The model examined and tested out the positioning of coaching and mentoring within wider organisational talent strategies, examined the development of core skills, use of a pairing and matching strategy, the need for supervision and support, the benefit of networking and the development of, and use of, tailor-made toolkits to support the coaching and mentoring activity. As part of the Pilot, the four Housing Associations also completed the ILM5 Certificate in Coaching and Mentoring as a formal qualification. The project was aligned with latest thinking on strategic coaching and mentoring, based on post-graduate level research undertaken in 2012/2013 by the Awbery Management Team. Having tested out the Seven Stage Model (v1) a revised Seven Stage Model (v2) was developed which forms the basis of the recommendations as a clear output from the Pilot. The Housing Associations involved in the Pilot confirmed that an effective coaching and mentoring model should: Stage 1: Include a clear definition of what coaching, mentoring and talent means for each organisation Stage 2: Ensure that coaching and mentoring activity be developed into a strategy, aligned with the organisational talent strategy, confirming objectives at individual, team and organisational level Stage 3: Include pairing and matching of individual coaches, coachees, mentors and mentees to confirm learning styles and preferences Stage 4: Develop coaching and mentoring agreements to confirm expectations and ethical practices on all sides
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Asset Skills Coaching and Mentoring Pilot Project Stage 5: Include best practice, well researched practical tools and methods to support the activity Stage 6: Include the development of evaluation and review strategies to confirm distance travelled and organisational, team and individual benefit realised from the output of the coaching and mentoring activity Stage 7: Establish CPD, supervision, networking and feedback for the coaches and mentors to ensure continual challenge of skills and approach
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Asset Skills Coaching and Mentoring Pilot Project
Introduction The Pilot project was designed and delivered between June 2013 and September 2013, working closely with four UK Housing Associations, challenging a model, developing tools, techniques and methods to support coaching and mentoring in the Housing Sector. This was done through focus groups, the use of questionnaires and a six-day coaching and mentoring programme resulting, in an ILM Level 5 Qualification.
Thirteen individuals participated in the two focus groups and the six-day programme where they explored and challenged their own organisational position regarding coaching and mentoring, developing their own personal knowledge, skills and behaviours to practice methods of coaching and mentoring. They also considered models of good practice. The methodology section of this report explains the approach taken and is positioned against a summary literature review, which confirms the latest research and emerging trends relating to talent, coaching and mentoring, as well as the current challenges being faced in the Housing Sector. The outcome of the Pilot project is four case studies and a toolkit for coaching and mentoring, which can be used by Housing Associations to challenge and create their own coaching and mentoring strategy, in order to develop and realise talent in their organisations. For coaching and mentoring to be successful, it is clear from this Pilot that there must be a link between organisational strategy and evaluation methods, ensuring that impact and benefits can be confirmed and realised.
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Asset Skills Coaching and Mentoring Pilot Project
Summary Literature Review The Need for Talent Development and Realisation within the Housing Sector The continuing external pressures being faced by the Housing Sector driving the need for change was highlighted in the KMPG consultation exercise, with around 40 Chief Executives from the sector. Their conclusive report in 2011 positioned the next five years for the sector as a time of changing shape, driven by regulatory change, which came in the form of the Welfare Reform Act (2012). The impact of these welfare reforms on Housing Associations was anticipated to be high. The report highlighted emphasis on predicting a culture change for Housing Associations and a targeted people and skills agenda was forecasted, both of which are now being realised as critical in order to respond strategically to the external challenges (The Housing Association of the Future, KPMG 2011). Housing Associations will face different levels of exposure to different elements of Welfare Reform. However, because the changes are so wide-ranging, the results from an online survey of 50 Housing Associations indicate that a substantial on-going impact is anticipated across the sector, which will include a review of knowledge, skills and talent within the sector (National Housing Federation Research Report, 2013). Gavin Smart, Director of Policy and Practice at the Chartered Institute of Housing, concurs, saying Welfare Reform has forced landlords to review relationships with tenants. ‘Welfare Reform places an emphasis on customer intelligence and insight skills, on financial advice and support,’ he says. ‘It may also require people to have a different set of sometimes harder skills with arrears and non-payment, especially with benefits going direct to tenants rather than landlords’. The response by Housing Associations to the development of their talent is critical.
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Asset Skills Coaching and Mentoring Pilot Project
Talent, Coaching and Mentoring The importance and benefit of linking coaching and mentoring to the Talent Strategy is reinforced in the Ashridge Top Talent Coaching article 2013 (www.ashridge.org.uk). ‘The most talented people within your organisation are an asset to you, and potentially to your competitors. Helping them to prepare well for their next role is part of the process of ensuring that performance continues at an optimal level’. Talent is also described as the personal qualities “of those individuals who can make a difference to organisational performance either through immediate contribution or, in the longer term, by demonstrating the highest levels of potential” (CIPD 2012). Talent strategy can be defined as ‘the systematic attraction, identification, development, engagement, retention and deployment of those individuals who are of particular value to an organisation, either in view of their ‘high potential’ for the future or because they are fulfilling business/operation-critical roles’ (CIPD, 2012). The positioning of coaching and mentoring within the development of talent is recognised as ‘cultural’ by the CMI, highlighted in its report on Talent Management (2007).
Coaching Across all sectors, internal and team coaching is on the rise, according to the Ridler Report (2013). Defining coaching and mentoring is important, initially to distinguish between the two practices. (However, the research from the Pilot confirms there may be a blend of the two approaches, which is applicable to the Housing Sector). The CIPD, through its research into coaching climates (2011) highlights the honest focus on coaching as a ‘talent acceleration proposition.’ Whitmore (2009) defines it as ‘enabling an individual’, seeing coaching in the broadest sense as a method of helping people to learn for themselves, rather than being told. Zeus and Skiffington (2009) suggest that coaching is defined as a ‘process which helps individuals to access what they currently know’ suggesting that it is about knowledge within each person being unlocked, supporting the theory Whitmore identified. Zeus and Skiffington (2009) suggest coaching is about ‘enabling people to improve’ and it could be the use of questions by a third party, promoting © Awbery Management Centre Ltd - 2013
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Asset Skills Coaching and Mentoring Pilot Project thoughts and solutions to be identified by the individual. Caplan (2004) further endorses this view, defining coaching as ‘enhancing and developing the performance of the individual’. Caplan also suggests the ‘enabling’ factor within coaching links to change and improved individual performance. Therefore, a pattern begins to emerge of defining coaching as a method of enabling individuals to realise their full potential, which in turn could lead to enhanced individual performance. The Coaching and Mentoring Network (2006) supports the link between coaching and the achievement of full potential by enabling the individual to identify their own solutions through a nondirective approach, encouraging sustained personal growth and change. The Neuro Linguistic Programming and Coaching Institute of California (NLPCIC) (2010) defines coaching as an ‘on-going relationship which focuses on clients taking action to realise their personal goals or desires’. An interesting observation is also made by the NLPCIC that the ‘coach does not have the answers.’ This endorses a perspective that the role of the coach is to facilitate the thoughts of the coachee and enable them to answer their own questions rather than need the technical expertise of the role. According to the CIPD in its factsheet, Coaching and Mentoring, 2012: "Coaching targets high performance and improvement at work and usually focuses on specific skills and goals although it may also have an impact on an individual’s personal attributes, (such as social interaction or confidence)". An overriding purpose of coaching is defined by Brasser and Wilson as a “win-win situation to the benefit of all stakeholders” (Passmore, 2010: 22).
Mentoring Invariably the arena for coaching and mentoring is seen to have large areas of commonality and overlap. In many situations, people may move around between the two approaches on both sides of the relationship. In their book, Managers as Mentors (2013), Bell and Goldsmith suggest a mentor needs to be ‘real’ and be a ‘catalyst’ for developing individuals, enabling an individual to follow in the path of an ‘older and wiser colleague’ who can pass on knowledge, experience and open doors to otherwise out-ofreach opportunities. “It is ‘off line’ help by one person to another in making significant transitions in knowledge, work or thinking” (Clutterbuck & Megginson, (2009). Whitmore (2009) suggests the word mentor originated © Awbery Management Centre Ltd - 2013
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Asset Skills Coaching and Mentoring Pilot Project in Greek Mythology. A friend of Odysseus bearing the name Mentor was asked to look after the son of Odysseus with the instruction to ‘tell him all you know’. This philosophy of the experienced mentor ‘telling all they know’ to a new, less experienced mentee, appears to set the parameters for the concept of mentoring. Whitmore further suggests that the difference between mentoring and coaching could be that mentoring is about long term acquisition of knowledge and skill and coaching provides short-term immediate results. There is a strong argument for the fact that mentors have the wisdom to be passed on and the term ‘wise’ is linked to the role of the mentor (Daloz, 2006, Caldwell and Carter, Smith and Alred 2004). Fagenson (2003) supports the view that mentoring is about enhancing the skill by developing both individual and their potential for advancement in their profession.
This view supports that of
Edenborough (2005) writing in the Bulletin for the Association for Coaching, who purports that whilst coaching involves a third party who may not necessarily have the knowledge, the mentor is often someone within the organisation with experience. According to CIMA, 2008, mentoring is typically a long term relationship where a more experienced person (who could be a colleague from the same company, but not generally a line manager), uses their own knowledge and experience to support the development of a more junior member of staff.
Evaluation/Return on Investment of Coaching and Mentoring In examining the links between talent, coaching and mentoring, the Pilot project also seeks to explore the potential for establishing return on investment from coaching and mentoring. In light of the challenges being faced by the Housing Sector, the ‘cost effective’ benefit of coaching and mentoring in order to realise talent is important. However, if there is a strategic link and evaluation method in place, the return and review of the effectiveness and the impact on the strategy will be clearer. Keddy and Johnson (2011) through their work on evaluating and sustaining coaching, emphasise the importance of audit and evaluation throughout the life cycle of both coaching and mentoring activity. There is a shortage of evidence supporting the method for evaluating the return on investment (ROI) of coaching and mentoring, however critical it is, suggests MacKie in his work, researching the evaluation of the effectiveness of coaching and mentoring (2007). All four of the Housing Associations included in the Pilot confirmed that whilst they are committed to the practices of coaching and mentoring, there has been for some, a lack of resource provided in © Awbery Management Centre Ltd - 2013
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Asset Skills Coaching and Mentoring Pilot Project terms of time for strategic planning and alignment with a wider talent strategy. This has prevented a seamless evaluation and ROI to be examined. There is also a strong realisation that in order to ensure evaluation and return on investment the commitment to coaching and mentoring needs to be aligned to the Business Strategy at the outset, be integrated into any People or Learning and Development Strategy and to have an overall systematic approach to measuring the outcomes of coaching and mentoring activities. Less than a tenth of the respondents in the CIPD Coaching Climate survey (2011) measured ROI of coaching and mentoring at strategic level, but stated that stories and testimonials remained the focus of any informal evaluation that was taking place. This literature review was extremely helpful in providing a backdrop for the Pilot project, reinforcing the national and theoretical perspective against the trends and patterns which emerged from the four Housing Associations involved.
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Asset Skills Coaching and Mentoring Pilot Project
Research Methodology Four Housing Associations and 13 individuals were involved in the Pilot project. Approximately 40 coachees and mentees were also involved in trialling the tools and methods which were developed and shared in the coaching and mentoring project. In addition to, and as part of the structured, sixday programme which underpinned the ILM Level 5 Certificate in Coaching and Mentoring, the methodology and data gathering approach to the Pilot was: 1.
Distribute pre-programme individual and organisational questionnaires to establish the starting point for each Housing Association, coach/mentor, coachee and mentee in terms of the coaching and mentoring activity (see Appendix 1)
2.
Design and facilitate a pre-programme Focus Group with the overall aim: To gather data and feedback which will inform the recommendations to ensure that a coaching and mentoring model is developed which successfully supports talent management in the Housing Sector Specifically, Focus Group 1 gathered data to:
3.
•
Define coaching and mentoring in the context of supporting talent management
•
Position coaching and mentoring from an organisation perspective
•
Consider the skills and experience of coaches/mentors
•
Consider if coaching/mentoring is right for everybody
•
Consider the value of matching/pairing
•
Define the potential benefits to all stakeholders
Design and deliver a six-day ILM5 Certificate in Coaching and Mentoring, which developed the confidence and skills of the coaches and mentors, as well as testing the benefit of tailor-made tools and frameworks for the Housing Sector.
4.
Design and facilitate a post programme Focus Group with the overall aim: To gather data and feedback which will inform the recommendations to ensure that a coaching and mentoring model is developed which successfully supports talent management in the Housing Sector, reviewing the effectiveness of the tools which have been applied to coaching and mentoring.
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Asset Skills Coaching and Mentoring Pilot Project Specifically Focus Group 2 gathered data at the end of the project to: •
Review each of the steps within the initial Seven Stage model for coaching and mentoring within the Housing Sector and confirm/validate the content of each stage
•
Debate the definitions of coaching, mentoring and talent
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Confirm the pairing and matching strategy for maximum benefit to the individuals and the organisation
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Confirm the use of and content of the coaching and mentoring agreement
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Revisit the tools and techniques shared through the Pilot and confirm the most effective methods for the development of the Coaching and Mentoring in Housing Toolkit
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Confirm the most effective review and evaluation methods
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Establish the benefit of networking and on-going CPD for the coaches and mentors to realise the full benefit from the Pilot project
5.
Redistribute the individual and organisational questionnaires to evaluate actual outcomes against initial perception. The organisational and individual questionnaires were interrogated and the results fed into the revised version of the coaching and mentoring model v2.
The methodology included fact finding through semi-structured interview in order to develop four case studies, which highlighted the impact so far of the approach to developing coaching and mentoring within each of the Housing Associations. Second stage data gathering will be carried out in three months’ time, when further coaching and mentoring activity will have been implemented and additional data will be available to better evaluate the outcomes.
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Asset Skills Coaching and Mentoring Pilot Project
Conclusions and Recommendations From the coaching and mentoring Pilot the following conclusions were drawn. There are inconsistent definitions of coaching, mentoring and talent within the Sector. However, this is not seen to be an issue provided the individuals involved in the activity are clear on the outcomes which are agreed by both parties, and organisations have a clear understanding of what the activity means for them. The critical factors for creating a successful coaching and mentoring culture within the Housing Sector are: •
Gaining commitment at senior level to sponsor the activity and demonstrate the importance and commitment of the organisation to the methodology and practice of coaching and mentoring
•
To deliver on this commitment, ensure coaching and mentoring is clearly identified within the organisation’s plans/strategies and talent planning process
•
Secure a clear commitment from line managers at all levels to create time and space to coach and mentor within the day-to-day roles
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Position coaching and mentoring within a culture of empowerment and continuous improvement
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Communicate effectively with individuals across the organisation, ensuring coaching and mentoring is understood to be a development tool to help achieve potential rather than a solution to address poor performance
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Provide a matching service/process for coaching and mentoring. This is important to ensure maximum benefit for all parties
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Work with other Housing Associations to share resources where an “external” perspective might be more beneficial for an individual
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Networking is an effective output of cross-organisational development of coaching and mentoring skill development
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Ensure clear evaluation methods are tied into the strategy at the beginning of any coaching and mentoring activity. This will encourage return on investment to be realised
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Asset Skills Coaching and Mentoring Pilot Project There is a recognition that at times a ‘blended’ approach might be suitable, bringing together both coaching and mentoring within the same discussion. The Pilot participants confirmed this through their own experience, leading to the term ‘Menching’, which is a combination of using knowledge and skills (mentoring) and
developmental questioning and feedback (coaching) to encourage
individuals to challenge their own thoughts and provide their own solutions (non-directive coaching). In support of this, the Coaching Pilot participants identified a definition for the Housing Association Sector, which encapsulates the principles of both coaching and mentoring (Menching) is suggested by Conner and Pokora, 2012: "Learning relationships which help people take charge of their own development, to release their potential and to achieve results which they value." There is a personal developmental benefit for coaches and mentors, as well as to the individuals being coached and mentored. There is a benefit to the organisations, in terms of building a coaching and mentoring culture which will encourage individual and organisational talent to be realised, improving performance and developing an empowered culture of learning and growth. Measuring and evaluating the outcome of coaching and mentoring and making the link to talent strategy is a challenge, but extremely beneficial. As the initial Sector research identified, Housing Associations are being challenged to meet the demands from externally driven change. The development of clear and tangible evaluation methods at individual and organisational level will continue to be critical as resources are tightened and cost/benefit analysis of use of resource is required. There is a recognition that a clear commitment to coaching and mentoring is required, from the top of the Housing Association and whilst this is seen to be in place, the follow through of time to coach and evaluate the outcomes remains a challenge. There is still work to be done to develop a coaching culture which should begin by ensuring there is a common and agreed understanding of what coaching and mentoring means within each organisation and for the sector.
There is inconsistency in the link between the talent strategy and coaching and mentoring within the Pilot organisations, although through the coaching and mentoring carried out as part of the Pilot and early stage developments, the participants believe that developing coaching and mentoring at all levels can assist in the development of a talent management strategy which can be used to identify, develop, engage and retain talented employees.
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Asset Skills Coaching and Mentoring Pilot Project In terms of skills and competency, there is a need to identify the individuals who have the capability to have skills developed and become effective as coaches and/or mentors. These competencies for coaches and mentors should be defined. There is a benefit to accredited coaching qualifications, providing rigour and consistent knowledge, skills and competency development, although there are some reservations about the importance of qualifications and concern that this aspect of the coaching and mentoring development could put people off volunteering to be coaches/mentors. In conclusion, however from the Pilot organisations, qualifications are seen to add value to the development of coaches and mentors. This linked to recognition that coaching and mentoring skill development is valued, reinforced through the commitment of the Housing Associations to enable individuals to become formally recognised and qualified. There is potential for a more basic introductory level of coaching and mentoring (Level 3) and a more strategic (Level 7) qualification to be considered. The pairing and matching of coaches to coachees, mentors to mentees is important, being aware of compatibility, preferences, personalities and learning styles will ensure that the modification, (where required) of approach will enhance the relationship and outputs. This view is further supported by Boyce, Jackson and Neal (2010), who confirm through their research that matching clients with coaches increases the quality of the relationship and ultimately the coaching outcomes. In conclusion, following the 7-stage model will ensure an integrated and strategically aligned coaching and mentoring activity, linked to talent development providing an effective way forward to embed coaching and mentoring within the Housing Sector.
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Asset Skills Coaching and Mentoring Pilot Project
Recommended 7 Stage Model (v2) for Developing a Coaching and Mentoring Culture within the Housing Sector
Stage 1 Define & Communicate what Coaching & Mentoring is What is Menching?
Stage 2
Stage 7
Ensure Coaching & Mentoring supports Talent Strategy & Links to Organisation Objectives
Provide Supervision, CPD and Networking Opportunities
The Menching Journey
Stage 6 Review and Feedback so that Coaching & Mentoring Practice Continually Improves and Outcomes are Realised
Stage 3
(Coaching and Mentoring)
Develop a Pairing & Matching Strategy (Coaches/Coachees) (Mentors/Mentees)
Stage 4 Stage 5 Utilise Coaching & Mentoring Tools that are Fit for Purpose
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Have in Place an Agreement between Parties Establishing the Terms, Goals & Outcomes for Evaluation/Impact
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Asset Skills Coaching and Mentoring Pilot Project
Appendices Organisation Questionnaire - Pre and Post-Pilot Organisation Name: No. of Employees: Sites / Locations: What is your expectation of being involved in this project?
What benefit do you see for:•
Coaches?
•
Coachees?
•
The organisation?
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Asset Skills Coaching and Mentoring Pilot Project How will you/could you measure the outcomes?
Definitions •
How do you define coaching in your organisation?
•
How do you define mentoring?
•
How do you define talent?
Commitment and Strategy: •
What level of commitment is there towards coaching and mentoring activity?
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Asset Skills Coaching and Mentoring Pilot Project •
What resources are allocated to coaching / mentoring (time, money for training skills etc.?)
•
What level of leadership is involved in coaching/mentoring? (first, middle, senior)
•
Do you have a strategy for coaching/mentoring? (please attach a copy)
•
Do you have a talent strategy?
Measurement and Evaluation •
Do you set objectives for coaching/mentoring?
•
Individual?
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Team?
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Asset Skills Coaching and Mentoring Pilot Project •
Organisational level?
•
Do you link outcomes of coaching and mentoring to talent development?
•
How do you evaluate the outcomes of coaching/mentoring?
Any other comments or observations?
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Asset Skills Coaching and Mentoring Pilot Project
Focus Group Agenda Focus Group 1 Outline The Overall Project Aim To develop a model through research, feedback and practical application that will assist in talent management development through coaching and mentoring for the Housing Sector. Focus Group 1 The overall aim is to gather data and feedback which will inform the recommendations to ensure that a coaching and mentoring model is developed which successfully supports talent management in the Housing Sector. Specifically, Focus Group 1 will begin to gather data to: 1. Define coaching and mentoring in the context of supporting talent management 2. Position coaching and mentoring from an organisation perspective 3. Consider the skills and experience of coaches/mentors 4. Consider if coaching/mentoring is right for everybody 5. Consider the value of matching/pairing 6. Define the potential benefits to all stakeholders Focus Group 1 Agenda Thursday 9th May 2013 10am - 3pm Venue:
asra Housing Group 3 Bede Island Road Leicester LE2 7EA
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Welcome - 10am
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Introduction to the Project
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Asset Skills Coaching and Mentoring Pilot Project -
Introductions of each participant and why they are here
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Positioning the Programme and Setting the Scene
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Series of themed focus group discussions based on six areas with supporting questions to be considered in groups: • Define coaching and mentoring • Position coaching and mentoring from an organisation perspective • Consider the skills and experience of coaches/mentors • Consider if coaching/mentoring is right for everybody • Consider the value of matching/pairing • Define the potential benefits to all stakeholders
- Any identified outcomes at the moment? -
What happens next? • Taught Modules • Practical Application • Coaching/Mentoring Reflective Diary and notes of coaching sessions • Assignments • On-going collection of data; feedback; testing; evaluation • Focus Group 2 – review; improve; recommendations
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Final Points
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Close – 3pm
Focus Group 2 Agenda Tuesday 13th August 10am – 3.00pm Venue:
Futures Housing Asher House Asher Lane Business Park Ripley Derbyshire DE5 3SW
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Welcome
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Asset Skills Coaching and Mentoring Pilot Project -
Rich Pictures
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Informing the “Menching” Toolkit for the Housing Sector
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Steps 1 and 2 • Definitions • Supporting the Talent Strategy
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Step 3 - Pairing and Matching Checklist
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Step 4 - Template for Agreement
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Step 5 - Models /Tools for “Menching”
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Step 6 - Review and Feedback Methods
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Step 7 - Supervision and Networking Strategy
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What Next?
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Evaluation
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Close
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Asset Skills Coaching and Mentoring Pilot Project
Bibliography Boyce, L.A., Jackson, R.J. & Neal, L.J. (2010). Building successful leadership coaching relationships: examining impact of matching criteria in a leadership coaching program. Journal of Management Development [Special Issue on Coaching and the Relationship, edited by E. de Haan & C. Sills] 29.10, 914-931. Bresser, F and Wilson, C (2010) Excellence in Coaching: The Industry Guide 2nd Edition: Kogan Page Caldwell, B. and Carter, E. (1993) The return of the mentor. London: Falmer Press Caplan, J. (2004) Coaching for the Future CIPD: London p IX Clutterbuck, D. and Megginson, D. (1999) Mentoring Executives and Directors p 3 Oxford: Butterworth Heinemann Chartered Institute of Management Accountants (2008) Mentoring and coaching, CIMA, London Chartered Institute of Personnel and Development (2012) Coaching and Mentoring Factsheet, CIPD, London CIPD The Coaching Climate Survey Report (2011) CIPD Annual Survey, learning and talent development (2013) CMI Talent Management – maximising talent for business performance (2011) Coaching for Performance: (2009) John Whitmore Coaching and Mentoring at Work: Developing Effective Practice (2012) Mary Connor, Julia Pokora Conner, Mary and Pokora, Julie, (2012) Coaching and Mentoring at Work. 2nd Edition Berkshire: McGraw Hill International Daloz, L. (1999) Mentor: Guiding the journey of adult learners. San Francisco: Jossey Bass
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Asset Skills Coaching and Mentoring Pilot Project ILM Coaching culture (2011) Impact of Welfare Reform on Housing Associations – 2012 Baseline report for the National Housing Federation, January 2013 University of Cambridge and IPSOS MORI Social Research Institute Managing Coaching at Work: Developing, Evaluating and Sustaining Coaching in Organisations Keddy, Clive Johnson (2011) Managers as Mentors Bell, C and Goldsmith, M. 2013 BK Publishers California The Coaching and Mentoring Network – What is coaching? 21 January 2006.
Available at:
http://www.coachingnetwork.org.uk/ResourceCentre/whatare coaching and mentoring? The Housing association of the future KPMG 2011 The
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and
Coaching
Institute
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(2005)
available
at:
http://nlpcacoach.com/p3692.html The Ridler Report into Coaching and Mentoring 2013. Available at: http://www.ridlerandco.com/executive-coaching/internal-and-team-coaching-on-the-rise-findsridler-report-2013/#sthash.CagKEFWb.dpuf Whitmore, J. (2004) Coaching for Performance: GROWing people, performance and people. 3rd Edition London: Nicholas Brealey pp 8, 11, 12 . Zeus, P. and Skiffington, S. (2009) The complete Guide to Coaching at work Sydney: McGraw – Hill pp 2, 3
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