Mentoring and Coaching

Report
Mentoring and Coaching
Fasset: October 2013
1
Welcome Note
•
Welcome to Mentoring and Coaching Workshop.
•
Purpose: Teach you skills and knowledge that will enable
you to effectively mentor and coach others.
•
Will be introduced to
• mentoring and coaching-related terminology,
• mentoring and coaching-related documents,
• role-players in the mentoring and coaching processes
(and their functions) and
• the steps in the mentoring and coaching processes.
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Welcome Note (cont.)
•
Workshop (and Learner Guide) consists of learning units.
•
Learning units include activities.
•
Mentoring and coaching-related templates in the relevant
learning units.
•
Workshop is non-credit bearing.
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Content
Learning Unit 1: Mentoring-related concepts
Learning Unit 2: Steps in the mentoring process
Learning Unit 3: Initiate the mentor-mentee relationship
Learning Unit 4: Define the mentor-mentee relationship
Learning Unit 5: Plan the education, training and development
of the mentee
Learning Unit 6: Review the planned education, training and
development of the mentee
Learning Unit 7: Perform continuous mentoring-related activities
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Content
Learning Unit 8: Coaching-related concepts
Learning Unit 9: Steps in the coaching process
Learning Unit 10: Initiate the coach-learner relationship
Learning Unit 11: Identify the task that the learner must be able
to perform
Learning Unit 12: Prepare the learner for the coaching
Learning Unit 13: Conduct the coaching sessions
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Activity 1
1. Find a partner and discuss the following questions with
him/ her. Record your joint response to the questions in
the space provided.
1.1
Why do you mentor employees in your organisation?
1.2
Who (i.e. what employees) do you mentor?
1.3
How and when do you mentor employees?
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Learning Unit 1: Mentoringrelated concepts
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7
What is mentoring?
•
caring relationship
•
a person with more experience (i.e. the Mentor)
•
works with a less experienced person (i.e. the mentee)
•
to promote the professional and personal development of
mentee
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Who mentors?
•
A Mentor
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Who is mentored?
•
a mentee (or protégé)
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What are the advantages of mentoring?
Advantages to Mentors
Advantages to
Advantages to mentees




Creates opportunity for
Mentors to share their
experience and thus
‘enriches’ Mentors.
Creates opportunity to
be recognised.
It provides an
opportunity to do
something different
(than normal duties).
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
Provides professional
recognition and
affirmation.

Reduces isolation.

Provides meaningful
learning experiences
and an opportunity for
personal and
professional growth.
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organisations
Improves integration of
new employees.

Increases communication,
networking and openness/
transparency in
organisations.

Improves employee
satisfaction.

Enhances career
development.

Creates a learning culture.
Learning Unit 2: Steps in the
mentoring process
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Steps in the mentoring process
Initiate the mentor-mentee relationship
(Learning Unit 3)
Define the mentor-mentee relationship
(Learning Unit 4)
Plan the education, training and development of the mentee
(Learning Unit 5)
Review the planned education, training and development of the mentee
(Learning Unit 6)
Perform continuous mentoring-related activities
(Learning Unit 7)
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Learning Unit 3: Initiate the
mentor-mentee relationship
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Steps in the mentoring process
Initiate the mentor-mentee relationship
(Learning Unit 3)
Define the mentor-mentee relationship
(Learning Unit 4)
Plan the education, training and development of the mentee
(Learning Unit 5)
Review the planned education, training and development of the mentee
(Learning Unit 6)
Perform continuous mentoring-related activities
(Learning Unit 7)
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What should the HR/ Training Department do to initiate
the mentor-mentee relationship?
• Identify Mentor and mentee

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Step 1
Who can be a Mentor?
•
Senior professional employees (e.g. Accountants,
Engineers, Technicians, HR Consultants, etc.).
•
Senior trade workers (e.g. Carpenters, Mechanics,
Electricians, etc.).
•
Senior employees from other occupations (e.g. clerical
workers, etc.).
•
Supervisors and Managers.
•
Employees from the HR/ Training Department.
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What characteristics should a Mentor have?
•
Leadership – The Mentor should be able to influence the
mentee to achieve certain objectives.
•
Self-knowledge – The Mentor should be aware of his/her
likes, dislike and beliefs.
•
Commitment to the development of people – The Mentor
should be willing to develop and motivate others.
•
The ability to act as sponsor, teacher, ‘insider’,
encourager and supporter, counsellor and advisor to the
mentee.
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Who can be a mentee?
•
New employees (including professionals and trade
workers) who just completed education-type training
interventions i.e. qualifications.
•
Less experienced (and usually younger) employees who
are earmarked for accelerated development.
•
Employees who are busy with training interventions (e.g.
qualifications, skills programmes, short courses, etc.).
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What should the HR/ Training Department do to initiate
the mentor-mentee relationship? (cont.)

• ‘Pair’ Mentor and mentee
Step 2

• Orientate Mentor and mentee
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Step 3
Learning Unit 4: Define the
mentor-mentee relationship
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Steps in the mentoring process
Initiate the mentor-mentee relationship
(Learning Unit 3)
Define the mentor-mentee relationship
(Learning Unit 4)
Plan the education, training and development of the mentee
(Learning Unit 5)
Review the planned education, training and development of the mentee
(Learning Unit 6)
Perform continuous mentoring-related activities
(Learning Unit 7)
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What should the Mentor discuss during the
meeting?
http://www.youtube.com/watch?v=v3MnGaheXdY&feature
=player_embedded
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What should the Mentor discuss during the
meeting?
•
The purpose of the meeting.
•
The agreement to the mentor-mentee relationship.
•
The purpose and benefits of mentoring.
•
The mentee’s background and work experience.
•
The Mentor’s background and work experience.
•
The mentee’s previous mentor-mentee relationships.
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What should the Mentor discuss during the
meeting? (cont.)
•
The roles and responsibilities of role-players involved in
the mentoring process.
•
The structuring of the mentor-mentee relationship.
•
The questions, inputs and/ or concerns of the mentee.
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Learning Unit 5: Plan the
education, training and
development of the mentee
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Steps in the mentoring process
Initiate the mentor-mentee relationship
(Learning Unit 3)
Define the mentor-mentee relationship
(Learning Unit 4)
Plan the education, training and development of the mentee
(Learning Unit 5)
Review the planned education, training and development of the mentee
(Learning Unit 6)
Perform continuous mentoring-related activities
(Learning Unit 7)
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Activity 2
1. Read the Learner Guide section allocated to you.
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Activity 2 (cont.)
2. Conduct an ‘IDP-planning meeting’ with ‘your mentee’ to plan
the education, training and development of the mentee. (One
person will play the role of ‘the Mentor’ and another person will
play the role of ‘the mentee’ during the ‘IDP-planning meeting’.
‘The Mentor’ has to discuss relevant aspects with ‘the mentee’
and ‘the mentee’ has to provide inputs during the ‘IDP-
planning meeting’.). Also complete ‘your mentee’s’ Individual
Development Plan (IDP) (available on the next pages) during
and after the ‘IDP-planning meeting’.
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Activity 2 (cont.)
3. Observe the ‘IDP-planning meeting’ that takes place
between ‘the Mentor’ and ‘the mentee’. (The purpose of
the ‘IDP-planning meeting’ is to plan the education,
training and development of the mentee.) Make notes on
the effectiveness of the meeting by using the Observation
checklist provided on the next page(s).
4. As a group, discuss the effectiveness of the meeting that
took place.
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Learning Unit 6: Review the
planned education, training
and development of the
mentee
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Steps in the mentoring process
Initiate the mentor-mentee relationship
(Learning Unit 3)
Define the mentor-mentee relationship
(Learning Unit 4)
Plan the education, training and development of the mentee
(Learning Unit 5)
Review the planned education, training and development of the mentee
(Learning Unit 6)
Perform continuous mentoring-related activities
(Learning Unit 7)
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What should the Mentor discuss during the
IDP-review meeting?
•
The purpose of the IDP-review meeting and the Individual
Development Plan (IDP).
•
The progress in terms of the planned education, training
and development-type training interventions.
•
The questions, inputs and/ or concerns of the mentee.
•
The mentee’s review of the IDP-review meeting as well
as the mentee’s agreement to his/ her revised IDP.
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Learning Unit 7: Perform
continuous mentoring-related
activities
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Steps in the mentoring process
Initiate the mentor-mentee relationship
(Learning Unit 3)
Define the mentor-mentee relationship
(Learning Unit 4)
Plan the education, training and development of the mentee
(Learning Unit 5)
Review the planned education, training and development of the mentee
(Learning Unit 6)
Perform continuous mentoring-related activities
(Learning Unit 7)
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Activity 3
1. Read the Learning Guide section/ card allocated to your
group. When done, conduct a group discussion in terms
of the questions below. Record your joint response to the
questions in the space provided.
1.1
What is the role of the Mentor as a sponsor/ teacher/
‘insider’/ encourager and supporter and counselor and
advisor?
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Activity 3 (cont.)
1.2
Do you think the role of the Mentor as a sponsor/
teacher/ ‘insider’/ encourager and supporter and
counselor and advisor is important in your
organisation? Why do you say so?
1.3
Do you/ Mentors in your organisation currently fulfill
the role as sponsor/ teacher/ ‘insider’/ encourager and
supporter and counselor and advisor? Why do you say
so?
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Steps in the mentoring process
Initiate the mentor-mentee relationship
(Learning Unit 3)
Define the mentor-mentee relationship
(Learning Unit 4)
Plan the education, training and development of the mentee
(Learning Unit 5)
Review the planned education, training and development of the mentee
(Learning Unit 6)
Perform continuous mentoring-related activities
(Learning Unit 7)
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Content
Learning Unit 1: Mentoring-related concepts
Learning Unit 2: Steps in the mentoring process
Learning Unit 3: Initiate the mentor-mentee relationship
Learning Unit 4: Define the mentor-mentee relationship
Learning Unit 5: Plan the education, training and development
of the mentee
Learning Unit 6: Review the planned education, training and
development of the mentee
Learning Unit 7: Perform continuous mentoring-related activities
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Content
Learning Unit 8: Coaching-related concepts
Learning Unit 9: Steps in the coaching process
Learning Unit 10: Initiate the coach-learner relationship
Learning Unit 11: Identify the task that the learner must be able
to perform
Learning Unit 12: Prepare the learner for the coaching
Learning Unit 13: Conduct the coaching sessions
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Activity 4
1. Find a partner and discuss the following questions with
him/ her. Record your joint response to the questions in
the space provided.
1.1
Why do you coach employees in your organisation?
1.2
Who (i.e. what employees) do you coach?
1.3
How and when do you coach employees?
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Learning Unit 8: Coachingrelated concepts
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What is coaching?
•
a training method whereby
•
a less-skilled person (i.e. the learner) is
•
guided (on a one-on-one basis)
•
by a skilled person (i.e. the Coach)
•
to implement specific skills and knowledge
•
to be able to perform a certain task and sub-tasks
according to certain performance standards/ assessment
criteria
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Who coaches?
•
A Coach
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Who is coached?
•
a learner
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What are the advantages of coaching (as a
training method)?
•
It is cost-effective and costs less to develop and
implement than other training methods.
•
It is a flexible training method and can easily be modified.
•
It can easily be tailored to meet the needs and personal
learning styles of individual learners.
•
It results in standardisation of procedures in the
organisation.
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Learning Unit 9: Steps in the
coaching process
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Steps in the coaching process
Initiate the coach-learner relationship
(Learning Unit 10)
Identify the task that the learner must be able to perform
(Learning Unit 11)
Prepare the learner for the coaching
(Learning Unit 12)
Conduct the coaching sessions
(Learning Unit 13)
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Learning Unit 10: Initiate the
coach-learner relationship
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Steps in the coaching process
Initiate the coach-learner relationship
(Learning Unit 10)
Identify the task that the learner must be able to perform
(Learning Unit 11)
Prepare the learner for the coaching
(Learning Unit 12)
Conduct the coaching sessions
(Learning Unit 13)
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What should the HR/ Training Department do to initiate
the coach-learner relationship?
• Identify Coach and learner

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Step 1
Who can be a Coach?
•
Senior professional employees (e.g. Accountants,
Engineers, Technicians, HR Consultants, etc.).
•
Senior trade workers (e.g. Carpenters, Mechanics,
Electricians, etc.).
•
Senior employees from other occupations (e.g. clerical
workers, etc.).
•
Supervisors and Managers.
•
Employees from the HR/ Training Department.
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Who can be a learner?
•
New employees (including professionals and trade
workers) who just completed education-type training
interventions i.e. qualifications.
•
Employees who are busy with training interventions (e.g.
qualifications, skills programmes, short courses, etc.)
•
Learners who are busy with Learnerships.
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What should the HR/ Training Department do to initiate
the coach-learner relationship? (cont.)

• ‘Pair’ Coach and learner
Step 2

• Orientate Coach and learner
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Step 3
Learning Unit 11: Identify the
task that the leaner must be
able to perform
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Steps in the coaching process
Initiate the coach-learner relationship
(Learning Unit 10)
Identify the task that the learner must be able to perform
(Learning Unit 11)
Prepare the learner for the coaching
(Learning Unit 12)
Conduct the coaching sessions
(Learning Unit 13)
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What should the Coach do to identify the task that the
learner must be able to perform?
• Identify document(s) to be compiled i.e. Task summary
Step 1

• Consult various sources
Step 2
• Identify
• task that learners must be able to perform after
coaching
• related sub-tasks of task
• Use verbs and nouns (objects) to describe task and
sub-tasks that learners must be able to perform
• Record identified task and sub-tasks on Task summary

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What is a task?
An action that the learner must be able to perform/ what the
learner must able to (physically) do (after the coaching).
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Examples of a task
•
Milk (verb) a cow (noun).
•
Overhaul (verb) an engine (noun).
•
Fit and wear (verb) safety equipment (noun).
•
Compile (verb) a budget (noun).
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What are sub-tasks?
Smaller steps or sub- steps of a task.
A smaller action that the learner must be able to perform/
what the learner must able to (physically) do (after the
coaching).
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Examples of sub-tasks (for ‘milk a cow’)
•
Fetch (verb) the cow (noun).
•
Prepare (verb) the cow (noun) for milking.
•
Milk (verb) the cow (noun).
•
Clean (verb) the work area and equipment (noun).
•
Store (verb) the milk (noun).
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What are possible sources that the Coach could
consult to identify the task and sub-tasks?
•
An (observation) checklist or logbook (developed by the
HR/ Training Department) that apply to the task.
•
The unit standard that the coaching will be based upon
i.e. the unit standard that the learner will achieve after the
coaching (and assessment).
•
The job description of the learner.
•
Operating manuals that apply to the task.
•
Organisational procedures that apply to the task.
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What should the Coach do to identify the task that the
learner must be able to perform? (cont.)

Step 3
• Consult various sources
• Identify
• performance standards/ assessment criteria that
apply to task that learner must be able to perform
after coaching
• Record identified performance standards/ assessment
criteria on Task summary

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What are performance standards/ assessment
criteria?
Specify how a task has to be performed.
Indicates how much, how and to what level of complexity a
learner has to perform a task.
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Examples of a performance standards/ assessment
criteria
•
Budget is compiled as per organisational template.
•
Accurate calculations are reflected.
•
Equipment is stored as per organisational procedures for
safety and house-keeping.
•
Tools are used as per organisational procedures for
safety.
•
Safety requirements are met.
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What are possible sources that the Coach could consult to
identify the performance standards/ assessment criteria?
•
An (observation) checklist or logbook (developed by the
HR/ Training Department) that apply to the task.
•
The unit standard that the coaching will be based upon
i.e. the unit standard that the learner will achieve after the
coaching (and assessment).
•
The job description of the learner.
•
Operating manuals that apply to the task.
•
Organisational procedures that apply to the task.
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Activity 5
1. Identify the task and sub-tasks that the (your) learner
must be able to perform after the coaching. Use the
template provided on the next page(s) to reflect the
identified information.
2. Identify the performance standards/ assessment criteria
that apply to the task. Use the template provided on the
next page(s) to reflect the identified information.
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Learning Unit 12: Prepare the
learner for the coaching
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Steps in the coaching process
Initiate the coach-learner relationship
(Learning Unit 10)
Identify the task that the learner must be able to perform
(Learning Unit 11)
Prepare the learner for the coaching
(Learning Unit 12)
Conduct the coaching sessions
(Learning Unit 13)
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What should the Coach discuss during the
pre-coaching meeting?
•
The purpose of the pre-coaching meeting and the
Coaching plan.
•
The agreement to the coach-learner relationship.
•
The purpose and advantages of coaching.
•
The learner’s background and work experience.
•
The training needs of the learner.
•
The work environment of the learner.
•
Coaching session date(s), times and venue(s).
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What should the Coach discuss during the
pre-coaching meeting? (cont.)
•
The resources that are required during the coaching
sessions.
•
The special needs and learning barriers of the learner as
well as actions to address the special needs and learning
barriers of the learner.
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What should the Coach discuss during the
pre-coaching meeting? (cont.)
•
The rules that will apply during the coaching sessions.
•
What to do to prepare for the coaching sessions.
•
The questions, inputs and/ or concerns of the learner.
•
The learner’s review of the pre-coaching meeting as well
as the learner’s agreement to his/ her Coaching plan.
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Learning Unit 13: Conduct
the coaching sessions
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Steps in the coaching process
Initiate the coach-learner relationship
(Learning Unit 10)
Identify the task that the learner must be able to perform
(Learning Unit 11)
Prepare the learner for the coaching
(Learning Unit 12)
Conduct the coaching sessions
(Learning Unit 13)
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What should the Coach do to conduct the coaching
sessions?
• Identify document(s) to be compiled i.e. Coaching report
Step 1
(including Observation checklist)

• Consider phases of coaching session
Step 2
• Per coaching session, identify
• most appropriate sequencing of phases of coaching
session i.e. identify sequence in which phases
should be applied during coaching session

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What are the phases of a coaching session?
• An ‘explanation by the Coach’ phase.
• A ‘demonstration by the Coach’ phase.
• A ‘checking the knowledge and understanding of the
learner’ phase.
• A ‘demonstration by the learner (practice)’ phase.
• A ‘feedback to the learner’ phase.
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What options are available in terms of the
sequencing of phases of a coaching session?
Option 1
Option 2
Option 3
Option 4
Demonstration by the
Coach
Explanation by the
Coach
Demonstration by the
learner (practice)
Checking the
knowledge and
understanding of the
learner




Explanation by the
Coach
Demonstration by the
Coach
Feedback to the learner
Demonstration by the
learner (practice)




Checking the
knowledge and
understanding of the
learner
Checking the
knowledge and
understanding of the
learner
Demonstration by the
Coach
Explanation by the
Coach




Demonstration by the
learner (practice)
Demonstration by the
learner (practice)
Explanation by the
Coach
Demonstration by the
Coach




Feedback to the learner
Feedback to the learner
Checking the
knowledge and
understanding of the
learner
Checking the
knowledge and
understanding of the
learner




(Final) Demonstration
by the learner
Final demonstration by
the learner
Demonstration by the
learner (practice)
Demonstration by the
learner (practice)




(Final) Feedback to the
learner
(Final) Feedback to the
learner
(Final) Feedback to the
learner
Feedback to the learner
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What factors should the Coach consider to identify
the most appropriate sequencing of phases?
• The learning style of the learner.
• The safety risk of the task and related sub-tasks.
• Waste factors.
• The availability of time.
• The experience of the learner.
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What should the Coach do to conduct the coaching
sessions? (cont.)

Step 3
• Demonstrate a friendly and open approach throughout
the coaching session

Step 4
• Conduct the identified first phase of the coaching
session (as per the identified sequence of phases) (e.g.
the ‘explanation by the Coach’ phase)

Step 5 - 8
• Conduct the identified next phase of the coaching
session (as per the identified sequence of phases)
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Activity 6
1. Select two people from your group to conduct a role-play.
(One person will play the role of ‘the Coach’ and another
person will play the role of ‘the learner’ during a ‘coaching
session’ during the role-play. ‘The Coach’ has to conduct one
of the phases of a ‘coaching session’ during the role-play.). (If
applicable) ‘The Coach’ has to complete ‘the learner’s’
Coaching report (including Observation checklist) (available
on the next pages) during and after the ‘coaching session’.
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Activity 6 (cont.)
2. Observe the phases of the ‘coaching session’ that takes place
between ‘the Coach’ and ‘the learner’. (The purpose of the
‘coaching session’ is to coach the learner.) Make notes on the
effectiveness of the ‘coaching session’ by using the
Observation checklist provided on the next page(s).
3. As a group, discuss the effectiveness of the ‘coaching session’
that took place.
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Steps in the coaching process
Initiate the coach-learner relationship
(Learning Unit 10)
Identify the task that the learner must be able to perform
(Learning Unit 11)
Prepare the learner for the coaching
(Learning Unit 12)
Conduct the coaching sessions
(Learning Unit 13)
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Thank You
For more information
please contact the
Fasset Call Centre
on 086 101 0001
or visit www.fasset.org.za
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