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DEVELOPING PEOPLE
There are a range of different methods that can be used for developing employees. This chapter is focusing on: training coaching mentoring In addition do not forget that job rotation, one off projects, computer based training, distance learning programmes or reading can be valuable development activities. There will be some overlap in the skills required for each of these activities. Nevertheless each has its own particular function and special characteristics. The benefits for the organisation in investing managerstime in these activities are clear; Providing opportunities for learning will increase motivation. Particularly in organisations where promotion possibilities are limited, opportunities for acquiring new skills and ultimately becoming more employable are powerful incentives to offer employees. The increase in responsibility which coaching and mentoring imply is also highly motivational for employees who suddenly find themselves making their own decisions and having an impact on their part of the business. Coaching and mentoring in particular can foster good relationships in companies which may improve communication, sharing of ideas and the resolution of differences. People feel valued when someone takes the time to coach or mentor them. The manager gradually has more time as employees develop and take on more responsibility. Coaching in particular can help generate creative ideas. Any of the activities can help people cope with change and uncertainty more effectively by helping them to maintain a sense of perspective and understand the necessity for change. A mentor may be able to pass on experience or political insight to a more junior employee. Mentors can help employees with special needs e.g. women in careers which are traditionally male-dominated. In short, all these activities can have a direct (although sometimes difficult to measure) effect on organisational performance.

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Comparison of methods
Focus Training Focused on passing on knowledge or developing a particular skill. Normally short-term, intensive, e.g. seminar/course. Coaching Can be used for developing a skill, problem-solving or guidance in an area or activity. Short to medium term, depending on the complexity of what is being coached. Employee takes responsibility for finding solutions. Coach facilitates the process, he/she does not have to have expertise. Mentoring Tends to be more holistic. Not normally restricted to certain area of work Generally a longterm relationship

Time span

Employee involvement

Ranges from little (lecturing/instruction) to high involvement (skills training incorporating practice). Trainer, however, is the expert.

Two-way relationship. Mentor may pass on information and experience, but mainly acts as an agent to help mentee grow.

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HOW TO EFFECTIVELY CARRY OUT DEVELOPMENT ACTIVITIES

Training
This is probably the most popular development activity. It is estimated that about 80% of performance problems are translated into training needs. The question, should however always be asked Is this the right solution to the problem?. The Performance Analysis Model can be a helpful tool to check the appropriateness of training. Which of the factors in the diagram are contributing to the shortfall in output or performance?

Analyse the specific work situation of the person is it the system or the process that is at fault rather than the person? Check whether the manager is giving effective feedback to the employee. One company, Rank Xerox, examined all their requests for training and found that in only 20% of cases was it the employee or his actions that were responsible for the performance problem. Once the training has been established, be aware that not all individuals learn in the same way. There are a number of different models for understanding learning styles. The MBTI provides us with one such framework for understanding the needs of
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individuals in the learning process. It can help you in choosing the particular development activity you are going to use and also in structuring that activity.

Coaching
For coaching to be effective it is still necessary to be aware of the employee s learning style in order to guarantee optimal communication between coach and coachee. There are however a range of other skills that are necessary for effective coaching: Effective questioning the purpose of questions is to raise awareness in the coachee. The coach should generally begin with open questions, gradually narrowing down to focus on detail and reveal blind-spots. Good listening skills it is better to listen to answers that pause to reflect that trying to immediately respond with an answer. Reflective questions (e.g. so you feel you need to improve your budgeting skills?) are helpful to check correct understanding and to actively demonstrate listening. Observation of body language to check comprehension, enthusiasm, resistance and a range of other emotions. Verbal skills make suggestions neutrally, reserve judgement on coachees ideas. Tone of voice should convey enthusiasm and interest. Self-awareness to avoid transference of own prejudices or preferences. Sequence of questions a useful model taken from John Whitmore s book Coaching for Performance is:

Goal Reality Options Will

(See over for sample questions)

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Coaching Questions
GOAL What is the goal of this discussion What do you want to achieve (short and long-term)? Is it an end goal or a performance goal? If it is an end goal, what is a performance goal related to it? When do you want to achieve it by? How is that positive, challenging, attainable, measurable?

REALITY

What is happening now? (WHAT, WHERE, WHEN, HOW MUCH) Who is involved? What have you done about this so far? What results did that produce? What is happening both internally and externally? What are the major constraints to finding a way forward?

OPTIONS

What options do you have? What else could you do? What if....? Would you like another suggestions? What are the benefits and costs of each?

WILL

What are you going to do? When are you going to do it? Will this meet your goal? What obstacles could you face? How will you overcome them? Who needs to know? What support do you need? How will you get that support? Rate yourself on a one to ten scale on the likelihood of you carrying out this action.

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Mentoring
Most of the skills mentioned above are also necessary for mentors. However, as this is a longer-term relationship and not just task focused, there are other things that the effective mentor should try to do (or to avoid doing): Building the relationship be available, be prepared to invest some time in this person and keep regular contact in order to develop the relationship. Communicate frequently, if only just to say hello. Only in this way will you sense when you are truly needed by your mentee. Providing information and ideas one of the most important things that a mentor can give to a mentee is the benefit of his experience, personal insights and new perspectives on issues. As with coaching, information should be offered in a neutral manner and the mentee stimulated to explore options with the mentor, rather than simply accept solutions provided by the mentor. When acting as a mentor, do not be afraid to share some of your own failures that the mentor may learn from. Context shifting most of us have been trained from early childhood to imagine themselves living out a certain role or way of life. These self-images may be outdated, limited or even inapplicable. Helping a person to see themselves in a broader light, encouraging them to try out new behaviours or activities and developing their selfconfidence can allow them to reach goals they did not believe they were capable of. Confrontation confronting a mentee s behaviour without damaging their self-image or the relationship is an important, yet difficult skill. As a mentor you should aim to give a clear, non-judgemental description of what you observe. Describe the possible consequences and how you feel about the actions. Then leave the person to make their own decision. Resist the temptation of telling them what to do or attempting to persuade or influence. Permission and encouragement before a person can make an important behaviour change, he or she may need psychological permission from an authority figure often their mentor. This need is based on experiences early in life, culture or parental programming. Once a mentee has decided on a course of action he/she may need a lot of encouragement to be able to follow through. Rescuing mistakes can lead to growth if the person recognises the reason for the mistake. A person has to face up to the consequences of his/her actions. Inappropriately rescuing a mentee from unpleasant repercussions of something they do or say stifles their growth. It is like an over-protective parent who never lets their child face up to the consequences of their bad behaviour. Sponsoring it was often the case in the past that mentors used their influence to promote the careers of their protgs. Sometimes they supported the mentee simply because it was their protg. This kind of favouritism is clearly not what we are discussing when we talk about effective mentoring.

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RECOMMENDED READING LIST

John Whitmore, Coaching for Performance, Nicholas Brealey, 1992 Chip R. Bell, Managers as Mentors, Berret-Koehler, 1996

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