Coaching and Mentoring for Professional Performance: Workbook Assessment 10.2

Desklib's Workbook Assessment 10.2 focuses on the importance of mentoring and coaching for professional performance. It includes exercises and tips to improve your skills, such as watching videos, discussing questions with a partner, and participating in coaching exercises. The document also provides insights on how to benefit from effective mentoring, the characteristics of a good mentor, and how to communicate effectively with your mentor. The subject, course code, and college/university are not mentioned.

EAW 10 INDIVIDUAL PROFESSIONAL WORK
PERFORMANCE
Coaching and Mentoring
Warning: You must submit this workbook fully completed to be graded for this assignment. You will
work in partnership with other students. HOWEVER, ALL YOUR RESPONSES IN THIS WORKBOOK MUST
BE INDIVIDUAL ONES. ATMC may use electronic and other methods to detect evidence of plagiarism. If
plagiarism is found, then you will not be graded for this assignment and will be required to submit an
alternative. Further disciplinary action may also be taken against you.
Student Name
Student ID

INDIVIDUAL PROFESSIONAL WORK
PERFORMANCE
Assessment 10.2
Contents
Part 1 Mentoring Exercises
Part 2 Coaching Exercises
Part 1 Mentoring
1.1. Watch the following videos:
Millennials need a mentor in the workplace | Lauren Hoebee | TEDxTWU
https://www.youtube.com/watch?v=4kIHR-tkf_g
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1. Why does Lauren believe that all Millennials need a mentor?
2. Do you agree with Lauren? Explain your answer.
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For them to be able to:
1. To be vocal on their needs. While they are determined to grab opportunities in life
or in a job they should be mentored on how to express their needs for their career
advancement (Parsloe & Leedham, 2009). They should be eager, determined and
ready to inquire from their mentors what they need to know about their career
needs. This will help them develop and grab opportunities they look for.
2. To help them take ownership in creating their opportunities. According to America
SBDC Network and Center for Generational Kinetics, 49 percent of millennials
believe that the ultimate way to succeed is to be in charge at work. This percentage
plans to start their businesses in three years with 62 percent of them reported
having had an idea of what companies they would want to start (Parsloe &
Leedham, 2009). This means that across the world so many people with
entrepreneurial spirit and are eager to find help on how to build their dream
enterprises.
3. To help them feel significant and confidence when facing new opportunities. We
are living in times of massive uncertainty in a global world where everything keeps
constantly changing, and the idea of being a hero or public figure seems old-
fashioned like $20 CD. Millennials have reason to trust institution or even the
employers as well. Today according to Lauren, which is true, millennials are
changing their career path every day and even their industry as opposed to a few
decades ago. They need someone to direct them as they pursue their daily
aspirations.
4. To challenge their thinking and mentor them through work relationship. Since our
parent trained us to have a desire to make it in life no matter what, or to be
unique, or to be uniquely different, we have now to learn how to be as real as life
itself. This origin subconsciously makes us expect constant feedback. Studies have
shown that millennials were raised with constant coaching, measuring systems and
heavy structural emphasis, and feedback.
Yes, I agree. I agree with Lauren that Millennials need mentors because the outside world is too
slow compared to life in school. To adapt they need someone to guide, inspire, challenge, and
help them to be vocal on what they need(Schwartz & Rhodes, 2016). The life outside of school is
tough and can depress. As many millennials think that being into leadership positions is best for
them, they need to be guided on how to be patients with their dreams, and how to build their
enterprises.

3. Explain what actions you can take to ensure that you benefit from effective mentoring in the
workplace
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To fully benefit from mentoring in the workplace you must be vocal on what you need and
taking action to ask for opportunities available. If your mentor only makes you work harder on
something you must be ready to be vocal on your own on what you want to do. You must also
be flexible to take new challenges, showing your mentor your commitment to your career,
following the recommendations and suggestions they give and they will take you
serious(Schwartz & Rhodes, 2016).
By creating a network with professionals in your field will also make you benefit. No individual
is entitled to come and tell you of a certain opportunity if they do not know you. You must be
aggressive of knowing people with the potential of linking you to your dream job (Schwartz &
Rhodes, 2016). Also, you must be able to develop listening skills to understand what is being
put forward to you.
Creating a good relationship with your mentor will bring some good results you expected.
Since many mentors are too busy people and sometimes mostly with their families to find time
for you, you must create a good relationship with them for them to create time for you
(Parsloe & Leedham, 2009). For you to gain the best from mentorship be a good mentee.
Also, take the initiative of your actions. This is because it is not about mentor or mentorship
but about the choices you make. Be the person to try new things, create new networks, being
responsible of your actions, be willing to do everything to be successful and be disciplined on
what you do(Schwartz & Rhodes, 2016).
Being curious is to step out of your comfort zone. Ask everything you want to be
clarified(Schwartz & Rhodes, 2016). Mentors are there to provide employees or interns to gain
relevant knowledge in their field. Mentors need a person who asks them thought-provoking
questions that makes them think deeply about the answers (Parsloe & Leedham, 2016). By
doing so, the mentor takes you serious as they understand that you are deeply concerned
about your career growth.
Being honest can also make you more attractive to your mentor. Your mentor is there to help
you, and they have your best interest at heart. Being 100% honest will open 100% positive
feedback (Parsloe & Leedham, 2016). Be fully comfortable with them and avoid holding
anything back with them. Remember your mentors' best interest is not to judge you and if you
hold back any thought for them, you will just be ruining yourself.

4. What are the characteristics of a good mentor?
5. Name 5 or more actions that can you do to help your mentor provide the best advice to you.
1.2 Find a partner and both of you discuss the following questions.
Take turns to speak and turns to listen (i.e., play the role of mentor and mentee.
The following questions are thanks to https://www.management-mentors.com/mentoring-activities.
Please check out their website.
I. Share a recent success story.
Why this matters: Talking about a success story helps demonstrate a person's strengths and
skills (while sometimes revealing some weaknesses). This can be a jumping off point for
discussions around growth areas. "It sounds like you have strong leadership skills, but that you
need support with time management. Let's talk about how to work on that…"
II. Tell me about a time you failed spectacularly—and what you learned from the
experience.
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 Good mentors have the willingness to share knowledge, expertise, and skills
 They act as positive role models (Rolfe, 2017)
 They have a personal interest in mentorship and creates a positive relationship
 They are enthusiasts in their fields(Rolfe, 2017).
 They value continuous learning and growth in their field (understands their fields well)
 They give feedback and proper guidance
 They are respected by their colleagues(Rolfe, 2017).
 They are not self-opinionated and values contribution of others.
 Inquiring/asking them
 Trusting them
 Paying attention
 Respecting them
 Listening to them
 Sharing your knowledge
 Explaining yourself


Why this matters: First, failure is a part of life. What we learn from the experience and how we
evolve is what matters. Second, this sort of discussion can help build trust between the mentor
and mentoree. Trust is an essential ingredient to a successful mentoring relationship.
III. Share a current challenge.
Why this matters: Digging deep into challenges can provide a solid agenda for what you hope to
accomplish in your mentoring relationship. "My biggest challenges include public speaking,
team management, and knowing which battles to fight with upper management. I'd like to tackle
these areas over the next nine months and get your thoughts on how you've navigated similar
situations."
IV. Tell me about a business book you recently read and the effect it had on you.
Why this matters: The most successful people in business and life are curious, and one way
they satisfy their curiosity is by reading—a lot. If the mentoree is not a big reader, then the
mentor can provide the mentoree with a reading list. If the mentoree is a reader, then an
occasional book discussion/book swap can be a good agenda item for a future meeting.
V. Tell me where you'd like to be professionally in three years—and how you plan to get
there.
Why this matters: Just as mentoring activity #1 can provide structure to your mentoring
relationship, the answer to this question can also provide a roadmap on the areas the mentoree
needs to address and work on.
1. Explain what you learned from your role as a mentor.
a. How difficult was it to actively and uncritically listen
b. What kind of questions did you ask?
c. Did you follow the five whys
d. Were you able to provide helpful advice?
e. What would you do differently next time?
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a. The story of my mentee was moving and emotional, and sometimes they expressed pain
making me increase sales but were sacked due to one-day lateness(Gus, Rose & Gilbert,
2015).
b. I asked about the experience and the failure they had in their previous job (Lancer,
Clutterbuck & Megginson, 2016). The mentee had helped the previous company to improve
its sales. They had failed in negotiating their salary on their first job offer, and this cost them
time and money.
c. Yes. Because they trusted the employer, the employer looked promising, they also were
desperate for a job he talked well, they had many responsibilities to play.
d. Somehow helpful. The advice I gave was on keeping determined about future career growth
despite having not been recognized on their efforts in sales(Martens, 2018).

2. Explain what you learned from your role as a mentee.
a. How do you know whether you communicated effectively with your mentor?
b. How empathetic was your mentor?
c. Did your mentor listen effectively?
d. What helpful advice did your mentor provide?
e. What could your mentor have done better?
Part 2 Coaching
Participate in three exercises of escalating difficulty and then write a debrief about your experiences
as a coach and as a person being coached.
Exercise 1 - flipping coins onto a paper circle from a distance (Coach to observe not touch and
provide constructive feedback to secure improved performance)
You will each take turns to be the coach and the coachee.
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a. My mentor paid so much attention to my story, and this was proven during mentorship when
he referred to some of the experiences I shared with him(Fletcher & Mullen, 2012). As I told
my story, he seemed to agree with my vision and determination to grow my career to the
next level by nodding his head and maintaining eye contact (Catanese &Shoamanesh, 2017). I
communicated without fear and worries due to the friendly and unbiased support that they
gave. My mentor provided honest and constructive feedback which matched with my needs.
b. My speaker was so empathetic that I talked freely(Fletcher & Mullen, 2012). He made me
realize my problems more since I could express them without fear, and my self-esteem
increased as it looked like they share my challenges through paying attention to detail
without interrupting (Catanese & Shoamanesh, 2017). He was patient with my story and was
unbiased when giving their advice and asked questions using the right words (James, Rayner
& Bruno, 2015). Their body language indicated empathy and undivided attention, and this
encouraged me that they were ready to listen to me.
c. My speaker listened well in a way that made me feel building with him (James, Rayner &
Bruno, 2015). He exercised empathy, reasoned with me, paid undivided attention, shared his
opinion and suggested on the options we could explore to produce the desired result. Also,
my mentor kept paraphrasing my statement to demonstrate their understanding of my
needs concept (Catanese & Shoamanesh, 2017). At times the nodded to show agreement or
deep understanding of my story. This led me to believe that they understood even what I left
unspoken.
d. He advised that I trust in my strength and be positive about what I wanted to achieve. This
meant that I was not to keep on focusing on what never worked in the past but ensure that
my mind is set on the future and what I needed to pursue (Catanese & Shoamanesh, 2017).
This helped me to know that what lies ahead was more important and past cannot help me
to develop my career but make me lag.

Exercise 2 - teach another student to make an origami item (Coach to describe and observe not
touch)
You will each take turns to be the coach and the coachee with different origami items.
This exercise shows the criticality of communication using words alone to explain what to do to the
person that is doing the folding. You must be excellent and explaining and listening.
2.1 What have you learned about being an effective coach?
- Describe what was challenging about this exercise
- How responsive to your instructions and guidance was the partner you mentored?
- What actions could you do to be a more effective coach in the future?
2.1 What have you learned about being an effective coachee, i.e., someone who is being coached?
-Are you coachable? Why are you open to being coached?
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Describing what was challenging
 It was difficult to randomly determine the outcome after flipping the coin. This was only
before training commenced. With training, the coachee was able to manipulate the
outcome.
 It was challenging to manipulate the outcome without participants going for study before
the first trials
 It was challenging for the coin to land on its edges
 It was not simple to determine why one side of the coin was repeatedly facing upward
Responsive to instructions and guidance
 After simple instructions were given about how to manipulate flipping of the coin my
partner would easily do it.
 Responses on making origami item were slow as only instructions were given without
directly getting involved
Action to be an effective coach in the future
 Helping the coachee identify their weakness and explore how to toss the coin
 Ask a targeted question that would help in directing coachee towards change
 If I identify a client with self-confidence issue help them alter those behaviors and they will
learn how to be humble without feeling heart-broken or disinterested
 Be humble and try to explore the topic together with your coachee to build a relationship

Yes, I am coachable. When being coached, I ask for the feedback from my coach. For instance, how
could I have done better to flip or make better origami? I try to understand feedback to know whether it
is that it is limiting career or building it(Garvey, Strokes &Megginson, 2010). The other reason is that I
appreciate my coach feedback and I show interest for more(Garvey, Strokes &Megginson, 2010). I also
ask for suggestions on how I can improve knowing that my coach may have useful ideas on how to
change or improve my learning. Even when feedback is tough or unexpected, I welcome them positively
to improve my learning.
- Describe what was challenging about this exercise
 The lack of self-confidence in both cases made it difficult to achieve the needed outcome
 It was challenging to effectively do the exercise without exploring it with the coach
 It was challenging to follow instructions alone without the participation of the coach
 Lack of self-confidence reduced studying and learning capabilities
- How effective was your coach? What did they do well and what impact did it have
 My coach was so effective. They had set a goal they wanted to achieve making coaching
effective (Denmark & Podsen, 2013). They listened actively and engaged with me with undivided
attention(MacLennan, 2017). They listen to emphatically in very natural ways(MacLennan,
2017). This was my time to relieve myself from the stresses I got in my previous jobs through
sharing it without fear.
- What actions could you do to work more productively with your coach?
 You appreciate them. Appreciating your coach may mean anything from leaving a thank you
note for and thoughtful messages for your coach and an inspirational quote that encourages
them (David, 2016). This shows them that you are thinking about them.
 Asking for feedback. Asking for performance feedback can take different approaches including
giving notice so that they can prepare to give you helpful review on what you can improve
on(Western, 2012). Also, you can be specific by giving yourself a self-assessment so that you can
identify areas you need to improve which can form the basis of your questions(Garvey, Strokes
& Megginson, 2010). Also briefly you can think long term improvement of your performance and
follow through to show your coach that you are interested,
 Showing a desire to learn. You should show your coach that you want to learn by attending
every practice, engage them, be willing to do the dirty work, stay ready, working hard, knowing
your game and last and not least do not let your coach have a reason not to like you(Connor
&Pokora, 2012).
 You are increasing my self-confidence. Begin by self-appreciation such as writing down a
number of qualities you possess and carry them around with you, write a list of your past
achievement and keep reminding yourself about it, accept compliments, raise your bar, choose
positive role models, take care of yourself by nurturing your abilities and eating well and use
positive affirmations.
References
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Catanese, L., &Shoamanesh, A. (2017).Identifying the right mentor. Stroke, 48(9), e248-e251.
Connor, M., &Pokora, J. (2012). Coaching and mentoring at work: Developing effective practice:
Developing effective practice. McGraw-Hill Education (UK).
DaviD, S. (2016). Beyond goals: Effective strategies for coaching and mentoring. Routledge.
Denmark, V., &Podsen, I. J. (2013). Coaching and mentoring first-year and student teachers. Routledge.
Fletcher, S., & Mullen, C. A. (Eds.).(2012). Sage handbook of mentoring and coaching in education.Sage.
Garvey, R., Strokes, P., &Megginson, D. (2010). Coaching and mentoring: Theory and practice.
Gus, L., Rose, J., & Gilbert, L. (2015). Emotion coaching: A universal strategy for supporting and
promoting sustainable emotional and behavioural well-being. Educational and Child
Psychology, 32(1), 31-41.
James, J. M., Rayner, A., & Bruno, J. (2015). Are you my mentor? New perspectives and research on
informal mentorship. The Journal of Academic Librarianship, 41(5), 532-539.
Lancer, N., Clutterbuck, D., &Megginson, D. (2016). Techniques for coaching and mentoring.Routledge.
MacLennan, N. (2017). Coaching and mentoring. Routledge.
Martens, R. (2018). Successful coaching.Human Kinetics.
Parsloe, E., &Leedham, M. (2009). Coaching and mentoring: Practical conversations to improve learning.
Kogan Page Publishers.
Parsloe, E., &Leedham, M. (2016). Coaching and Mentoring: Practical techniques for developing learning
and performance. Kogan Page Publishers.
Rolfe, A. (2017). What to look for in a mentor. Korean journal of medical education, 29(1), 41.
Schwartz, S. E., & Rhodes, J. E. (2016). From treatment to empowerment: New approaches to youth
mentoring. American Journal of Community Psychology, 58(1-2), 150-157.
Western, S. (2012). Coaching and mentoring: A critical text. Sage.
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