Mentoring and Coaching

MENTORING and
COACHING
1
Terminal Objective:
At the end of the session, the participants
will be able to:
• deepen understanding on the roles of
Division and District Supervisors as
mentors/coaches of school heads
both in instructional and managerial
aspects, and
2
DEPARTMENT OF EDUCATION
Terminal Objective:
At the end of the session, the participants
will be able to:
• deepen understanding on the roles of
School Heads as mentors/coaches of
classroom teachers or peer mentoring
among teachers in the delivery of the
different learning areas.
3
Enabling Objectives:
• Define mentoring and coaching

• Identify and discuss the
characteristics of an effective mentor;
• Discuss the different phases of
mentoring;
4
• discuss the roles of the Division and
District Supervisors as
mentors/coaches of the school heads,
• demonstrate the process of mentoring,
• develop a mentoring program plan.
5
• discuss the roles of school heads and

master teachers as mentors/coaches
to other teachers
6
7
Activity
• Think about a supervisor or

a school head whom you
worked with that you
consider a very good mentor.
8
Activity
• What did this

supervisor/school head/co-
teacher do that made
him/her a good mentor?
9
Activity
• In what ways has he/she

made an impact in your
work? In your life?
10
What is Mentoring?
• Mentoring is a term generally used to
describe a relationship between a less
experienced individual, called a mentee or
protégé, and a more experienced individual
known as a mentor. (Donaldson, Ensher, & Grant-Vallone,
2000).
11
• mentoring is to groom future
leaders successfully, the mentor
makes sure he passes on both his gift
for strategy and his flair for building a
strong corporate culture. (C.R. Hickman and M.A.
Silva in “Creating Excellence”)
12
Mentor
 A mentor is an experienced and trusted

adviser, a career guide and executive
nurturer.
 Anyone who has a beneficial life-or style-
altering effect on another person, generally as
a result of personal one-on-one contact.
13
Mentee
 A mentee is “Anyone who wants to learn
from someone who knows and seeks their
valuable advice in order to grow
professionally and/or personally.” Or,
“anyone who has the desire to gain from
someone else’s experience through a period
of guidance and support.”
14
The Relationship
 Mentors provide a safe
environment in which employees
can reflect introspectively without
being judged.
 Mentors provide accurate

feedback rather than advice.
15
The Relationship
 Mentors listen, collaborate,
challenge and uncover ways for
employees to become self-directed.
 Mentoring is built on a relationship

of trust and values.
16
The Relationship
 An important step in the process of

developing a good mentoring
relationship is to move from a problem
orientation to a vision orientation.
17
Coaching
A one – to – one conversation focused in
the enhancement of learning and
development through increasing self –
awareness and sense of personal
responsibility, where the coach facilitates the
self – directed learning of the coach through
questioning, active listening and appropriate
challenge in a supportive and encouraging
environment.
Van Nievwerbergh, 2012 18
MENTORING AND COACHING
Points In Common
1. Are used to nurture employees’ skills and

achieve business objectives.
2. Both are ways to challenge and help

individual change the way they work.
3. Identify and solve problems, overcome

obstacles, make decisions and implement
change.
19
However, there are fundamental
differences:
MENTORING COACHING
1. FOCUS Focuses on personal Mainly concerned with

growth and continuous developing skills and
improvement of an strategies to achieve
individual’s capability short - term performance
and potential activities.
20
MENTORING COACHING
2. FUNCTION To develop mentees to To help individual achieve

a point where they can specific objectives.
make mature and
intelligent decisions for
themselves.
3. RELATION The mentee often The coachee is usually

SHIP chooses the mentor assigned to a coach who
assumes the
responsibility for
improving performance.
21
MENTORING COACHING
4. AUTHORITY Is more highly ranked The coach is generally in

within the authority and is in charge
organization’s hierarchy of managing the
and authority is objectives to be achieved.
tempered
5. REWARD Is more of a reciprocal Coaches don’t usually

relationship. Both the expect to learn from their
mentor and the mentee coachee.
learn from each other
and grow
professionally.
22
MENTORING COACHING
6. AREA OF Used for broader When employees need

ACTIVITY purposes such as help to achieve specific
developing managerial objectives or perform
talent. given tasks.
23
Coaching and Mentoring
Differentiator Mentoring Coaching
1 RELATIONSHIP ORIENTED TASK ORIENTED
2 LONG TERM SHORT TERM
3 DEVELOPMENT DRIVEN PERFORMANCE DRIVEN
4 REQUIRES A DESIGN PHASE DOES NOT REQUIRE DESIGN
5 IMMEDIATE MANAGER IS IMMEDIATE MANAGER IS A

INDIRECTLY APPROVED CRITICAL PARTNER
24
When to Consider Mentoring
When seeking to develop

leaders or talent pool as part of
succession planning

diverse employees to remove
barriers that hinder their success
25
When seeking to completely
develop employees that are
additional to the acquisition of
specific skills/competencies
When seeking to retain internal
expertise and experience residing
in baby boomers employees for the
millennials DEPARTMENT OF EDUCATION
26
When creating a workforce

that balances the professional and
the personal.
27
When to Consider Coaching

employees in specific
competencies using performance
management tools
When a number of talented
employees who are not meeting
expectations
28
When introducing a new

program or system.
When small group of individuals

(5-8) in need of increased
competency in specific areas
29
When a leader or executive

needs assistance in acquiring a
new skill as an additional
responsibility.
30
As a Role Model
Teaching by example is a
mentor’s most effective

developmental tool.
33
As a coach
34
As a Guide
 takes one throughout the journey
 providing different pathways and

warning of potential pitfalls
 develop professional interests

and set realistic career goals.
35
As a Counselor
• The goal is to help the person with

something difficult.
• Learning is one-way and the closeness

of the relationship is low.
36
As a Counselor
• Looks to the past to find the source of
clients’ problems and seek out
solutions to those issues.
• Can be used to address psycho-social

as well as performance issues and
focuses on helping people with
emotional issues
37
As a Counselor
• Looks to the past to find the source of

clients’ problems and seek out
solutions to emotional issues.
38
SKILLS of a MENTOR
Identifying
Listening goals and Providing
actively current corrective
reality feedback
Building
trust Inspiring
Ability to
encourage SKILLS Introspection
Developing
capabilities People
Orientation
Managing
risks Good Facilitation
motivator
39
Effective Mentoring Process
1. I do the task…. You

watch and learn
2. We do the task together.
3. You do the task and I

watch and offer feedback.
4. You do the task.
40
41
GO... STOP!
Be fully committed to the mentoring process
and your mentee. Have genuine interest in
your mentee.
 Automatically give advice or criticism.
Be clear about your expectations, needs, and

limits of the relationship.
Create an open and comfortable

environment.
42
GO... STOP!
Assume your advice will always be
followed.
Be sensitive to differences in race,
gender and cultural background.
Be yourself, offer your own lessons
learned, struggles, and successes. Be
straightforward about you own
strengths and weaknesses.
43
GO...Stop!
Recognize the power of
feedback. Ask first, then provide your
mentee with suggestions and
constructive feedback in the spirit of
development and caring.
Break the confidence/trust of your
mentee.
Practice Active Listening
44
GO...STOP!
Be inconsistent and unpredictable.
Guide mentees toward reflection and

self-learning by asking questions and
not leading them to a quick, right
answer.
Overpromise what you can do.
45
GO...STOP!
Encourage your mentee to move
toward his or her goals, not yours.
Expect a “mini-me” to emerge.
Follow up on commitments you have
made to your mentee.
Lose touch with your mentee after the
formalized relationship has ended.
46
GO...STOP!
Make only positive or neutral comments
about your mentee to others.
Be surprised when you learn something
from the mentoring relationship.
Encourage your mentee to join
committees and professional
organizations helpful for career
development.
47
It’s a DEAL
Identify school heads who need your help
Make a mentoring program plan for them.
48
Mentoring Program Plan
Objective: _____________________________________________
Name of School Aspect/s to be Activities Timeline Success
Heads to be Mentored Indicators
Mentored
Prepared by:
_________________________
Supervisor
49
Mentoring Program Report
Session Date and Time Venue Topic/s Remarks

No.
50
52
53

Mentoring and Coaching

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MENTORING and

• Define mentoring and coaching

• demonstrate the process of mentoring,

• develop a mentoring program plan.

• discuss the roles of school heads and

• Think about a supervisor or

• What did this

• In what ways has he/she

 A mentor is an experienced and trusted

 Mentors provide accurate

 Mentoring is built on a relationship

 An important step in the process of

1. Are used to nurture employees’ skills and

2. Both are ways to challenge and help

3. Identify and solve problems, overcome

1. FOCUS Focuses on personal Mainly concerned with

2. FUNCTION To develop mentees to To help individual achieve

3. RELATION The mentee often The coachee is usually

4. AUTHORITY Is more highly ranked The coach is generally in

5. REWARD Is more of a reciprocal Coaches don’t usually

6. AREA OF Used for broader When employees need

1 RELATIONSHIP ORIENTED TASK ORIENTED

2 LONG TERM SHORT TERM

3 DEVELOPMENT DRIVEN PERFORMANCE DRIVEN

4 REQUIRES A DESIGN PHASE DOES NOT REQUIRE DESIGN

5 IMMEDIATE MANAGER IS IMMEDIATE MANAGER IS A

When seeking to develop

When seeking to develop

When creating a workforce

When seeking to develop

When introducing a new

When small group of individuals

When a leader or executive

mentor’s most effective

 providing different pathways and

 develop professional interests

• The goal is to help the person with

• Learning is one-way and the closeness

• Can be used to address psycho-social

• Looks to the past to find the source of

1. I do the task…. You

2. We do the task together.

3. You do the task and I

4. You do the task.

 Automatically give advice or criticism.

Be clear about your expectations, needs, and

Create an open and comfortable

Guide mentees toward reflection and

Identify school heads who need your help

Make a mentoring program plan for them.

Session Date and Time Venue Topic/s Remarks

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