Leadership and Talent Development through Coaching, Counseling, and Mentoring

Introduction

Breaking records while participating in athletic competitions has been attributed to the role of coaches in training sportsmen. This statement demonstrates the importance of coaching in improving an athlete’s performance and competitiveness.

The same principle fits squarely into the business context. Organizations have to create an environment that encourages coaching and seeking feedback as a part of their day-to-day work.

Employing a systematic method in this creative and motivating coaching leadership program is beneficial to both fresh workers and experienced graduates.

Simply coaching instead of directing features in a boss is a critical transition in management today. Pep talks can only work when people understand the level of performance and the various ways through which they can improve it.

Adopting coaching techniques helps in building a level of healthy trust and respect between most, if not all, professionals and their teams.

The focus of this course on coaching, counseling, and mentoring for effective leadership is transitioning from being a boss to a coach, a very important aspect of any modern managerial approach. Advising people to better themselves will only be useful if they know how. Furthermore, they will learn how effective coaching fosters trust and teamwork in teams.

Objectives

By the end of this executive coaching program, participants will be able to:

• Accept that coaching and equipping others in leadership aspects is central.
• Assess the value and cost-effectiveness of “growing” people to their maximum potential.
• Offer effective coaching and advice on what people can work on and do better.
• Guide the growth of others by initiating, implementing, and taking stock of development strategies and training needs.
• Provide realistic feedback that is relevant, clear, and prompt.
• Set developmental needs according to the appraisal of employees’ capacities and developmental needs.
• Assist and motivate others to learn from errors or to undertake the next step in their development.
• Help others assert behavior that is beneficial to themselves and productive for others as well.
• Increase productivity and job satisfaction in the workplace.
• Promote improved productivity and job satisfaction among workers, leading to improved pride rates.
• Identify practical actions to facilitate the application of what has been learned in the course.
• Teach others essential performance skills and formulate preventive strategies against poor performance/reactions.

Training Methodology:

• Interactive workshops
• Group discussions
• Case studies
• Peer coaching
• Self-assessment tools
• Feedback mechanisms
• Mentorship pairing
• Action plans
• Experiential learning activities
• Resource sharing
• Follow-up sessions

Course Outline:

Unit 1: Strategic Equipping for Leadership

• How to change manager roles?
• What is the reality behind the veil of leadership?
• What do we aim for? How do we need to equip our leaders?
• Aspirations of greatness.
• Which key management competencies need to be developed?
• Methods to unleash staff potential.
• The manager's contribution to change processes.
• Attaining the best level of performance.
• Defining activators, behaviors, and consequences.
• The advantages of tactical equipment for the organization, managers, and performers.

Unit 2: The Manager as a Coach and Mentor

• What is coaching?
• Why do we need coaching?
• Moving from the role of a manager to someone who coaches.
• Qualities and attributes of a good coach.
• Develop the model of coaching.
• What is accomplished through coaching?
• Making decisions regarding when and how to coach.
• Determine the most suitable coaching style.
• Making arrangements for a coaching session.
• Apply the “GROW” model.
• Assessment and observation of performance.
• How is a character's performance assessed?
• The connection with motivation via feedback.

Unit 3: The Coaching / Motivation Process and Skills

• Readiness for change: Who influences this and how?
• Why is it important to manage change?
• How to make someone want to change his/her mind.
• How to increase efficiency by asking questions.
• Motivation as a tool.
• Developing performance goals that focus on specific actions.
• Performance goals, end goals, and process goals.
• Structuring your goal-setting method.
• Managing time effectively.
• Primary listening skills.
• Taking responsibility for designing a cycle of continuous enhancement.

Unit 4: Use of Coaching and Counseling in Leadership

• Discovering the performer’s inner mindset.
• Coaching the brain to reach its rightful potential.
• Recognizing weak spots.
• Removing obstacles.
• The principle of replacement in coaching.
• Promoting the right performance ethic.
• Changing people’s attitudes.
• Focusing on motivational changes.
• Leading people toward understanding and away from despotism.
• Cultivating respect for everyone within and outside the organization.
• The coach as a facilitator of success.

Unit 5: Coaching Towards Ultimate Action

• Making coaching a way of life.
• Engaging in self-coaching for goal-setting and self-discipline.
• Improving decision-making abilities.
• The path to good decision-making.
• Learning to take leadership initiative.
• Knowing and practicing a circle of control.
• Anticipating and managing relationships effectively.
• Working optimally at all times.
• Utilizing skills acquired from experiential training at different organizational levels.
• Characterizing a competent organizational leader.