Coaching and Mentoring Skills Training Course

Participants can establish clear agreements for coaching and mentoring relationships.

• Contracting conversations establish purpose, roles, expectations and practical arrangements
• Confidentiality agreements define information sharing, records and escalation limits
• Mutual responsibilities documented for coach, mentor, participant and line manager
• Psychological safety supported through respectful challenge and voluntary disclosure
• Power differences considered when managers coach direct reports or junior colleagues
• Relationship closure planned through review criteria, handover and final reflection

Participants can use listening and questioning to build insight and ownership.

• Active listening attends to content, emotion, emphasis and omitted information
• Minimal encouragers and purposeful silence create space for reflection
• Open questions widen exploration before options or advice are introduced
• Probing questions test assumptions, evidence, consequences and alternative interpretations
• Paraphrasing and summarising check meaning while maintaining participant ownership
• Ladder of Inference identifies conclusions formed from selective observations

Participants can guide a focused coaching conversation from goal to action.

• GROW model structures goals, reality, options and commitment
• OSCAR model frames outcome, situation, choices, actions and review
• CLEAR model supports contracting, listening, exploration, action and review
• Goals converted into observable outcomes within the participant’s control
• Reality questions separate facts, interpretations, assumptions and emotional responses
• Options expanded before evaluation to avoid premature solution selection

Participants can convert conversation insight into measurable development action.

• SMARTER goals define specific evidence, review dates and evaluation criteria
• Action plans identify behaviours, support resources, obstacles and contingency responses
• Implementation intentions link intended actions to defined workplace triggers
• Accountability questions test commitment, ownership and practical next steps
• Progress reviews use evidence rather than general impressions or recollection
• Setbacks explored as learning data without removing personal responsibility

Participants can provide mentoring support without taking over career decisions.

• Mentoring purposes include career insight, capability growth and organisational orientation
• Career conversations connect aspirations, strengths, values and realistic opportunities
• Mentor experience shared through stories, context, contacts and informed challenge
• Sponsorship, coaching and mentoring distinguished by influence and responsibility
• Development networks mapped beyond a single mentor or manager
• Mentor matching criteria consider goals, expertise, independence and accessibility

Participants can give feedback that is specific, respectful and action-oriented.

• SBI feedback describes situation, behaviour and observable impact
• Feedforward focuses discussion on future choices and desired behaviours
• Balanced feedback avoids false praise and unsupported criticism
• Difficult messages prepared using evidence, purpose and likely responses
• Challenge questions surface avoidance, inconsistencies and untested assumptions
• Defensive reactions handled through acknowledgement, clarification and renewed focus

Participants can recognise and respond appropriately to ethical and inclusion issues.

• Ethical decision-making considers duty, harm, fairness and organisational policy
• Conflicts of interest identified before accepting coaching or mentoring assignments
• Confidential information protected through agreed records and disclosure protocols
• Cultural assumptions examined when interpreting communication, ambition and behaviour
• Inclusive questions avoid stereotypes, diagnostic labels and unsupported judgements
• Escalation routes applied when risk exceeds the developmental relationship remit

Participants can support performance improvement and change through developmental conversations.

• Performance coaching separates capability gaps, motivation barriers and system constraints
• Root-cause questions examine workload, process, skills, authority and resources
• Behavioural expectations translated into observable standards and review evidence
• Change conversations address uncertainty, resistance, loss and personal control
• Strengths-based coaching identifies repeatable conditions behind effective performance
• Manager accountability retained when coaching cannot replace formal performance action

Participants can plan and evaluate their use of coaching and mentoring methods.

• Current relationships prioritised by development need, readiness and business value
• Conversation plans specify purpose, model, questions and intended outcomes
• Stakeholder expectations aligned with confidentiality and relationship boundaries
• Success measures combine participant feedback, behavioural evidence and progress data
• Reflective practice logs capture assumptions, choices, outcomes and learning points
• Ninety-day application plans schedule conversations, reviews and support requests