Coaching/mentoring is a partnership between a coach/mentor (a fully trained member of staff) and a protégé that supports the achievement of extraordinary results, based on goals set by the protégé. Through the process of coaching and mentoring, protégés focus on the skills and actions needed to successfully produce the best results.

Through the coaching and mentoring process the clarity that is needed to support the most effective actions is achieved. Coaching and mentoring accelerates the protégé’s progress by providing greater focus and awareness of possibilities leading to more effective choices.

Great results are a matter of the protégé’s or team’s intentions, choices and actions, supported by the coach’s efforts and application of coaching and mentoring skills, approaches, methods and tools.


  1. To engage the protégé in conversation utilising specific communications skills and questioning techniques to lead the protégé to answers, new possibilities, resolutions, decisions and insights
  2. To provide objective assessment and observations that foster the protégé’s enhanced self-awareness and awareness of others; practice astute listening in order to garner a full understanding of the protégé’s circumstances
  3. Be a sounding board in support of possibility thinking, thoughtful planning and decision making
  4. Identify and champion opportunities and potential
  5. Encourage, stretch, challenge and commensurate with personal strengths and aspirations
  6. Foster the shifts in thinking that reveal fresh perspectives
  7. Challenge blind spots in order to illuminate new possibilities
  8. Support the creation of alternative scenarios
  9. Sponsoring
  10. Organisational intervention (coach/mentor interceding on protégé’s behalf)
  11. Counselling
  12. Teaching
  13. Providing feedback
  14. Assisting with career planning
  15. Providing insight into organisational missions and goals
  16. Serving as a confidant
  17. Maintaining the integrity of the relationship
  18. Devil’s advocate.

Effective coaching and mentoring maximises the performance of all role-players: staff, managers, customers and suppliers. By coaching and mentoring in the workplace staff can motivate, guide and support one another in developing high performance behaviours.

Such a relationship:

  1. Focuses on the needs of the protégé
  2. Fosters caring and supportive relationships
  3. Encourages all protégés to develop to their fullest potential
  4. Is a strategy to develop active community partnerships.

While, in the main, coaching occurs on a one-to-one basis, elements of it may be present in group situations where under certain circumstances a one-to-one relationship emerges as an important vehicle for growth and development for protégés. The one-to-one relationship is the key to the effectiveness of coaching.


  1. Identify an opportunity to help someone expand on his or her skills, knowledge and abilities
  2. Confirm that the person is ready for coaching/mentoring
  3. Ask questions and offer information to clarify the situation
  4. Help the person identify possible actions
  5. Gain agreement on a course of action
  6. Offer support
  7. Convey your positive intent
  8. Describe specifically what you have observed
  9. State the impact of the behaviour or action
  10. Ask the other person to respond
  11. Focus the discussion on solutions
  12. Develop a list of work responsibilities
  13. Review and revise the list
  14. Rate each responsibility based on its organisational contribution
  15. Rank responsibilities in order of priority
  16. Make adjustments, as needed
  17. Begin with a list of high-priority work responsibilities
  18. Select responsibilities and identify intended outcomes
  19. Rate each outcome based on its organisational contribution
  20. Establish a data-collection plan
  21. Review and adjust all goals set using this process.


  1. Coaching and Mentoring Definitions (Ability to explain the concept of coaching and mentoring.)
  2. Differentiate Between Coaching, Teaching, Training, Mentoring, Counselling and/or Therapy (Ability to differentiate between all the disciplines.)
  3. Meeting Ethical Guidelines and Professional Standards – (Understanding of COMENSA’S ethics and standards and ability to apply them appropriately in all coaching situations.)
  4. The Role of A Coach / Mentor (Ability to describe the role of a coach and mentor in detail.)
  5. Attributes and Characteristics of A Good Coach/Mentor (Ability to describe and demonstrate the character and personality traits of a good coach.)
  6. Coaching and Mentoring Process (Ability to describe and demonstrate the coaching and mentoring process and process and stages of a coaching and/or mentoring session.)
  7. Matching Coaches/Mentors and Protégés (Ability to match coaches/mentors and protégés in such a way that they form a trusting, respectful relationship that will ensure the best possible outcomes.)
  8. Coaching and Mentoring Agreement (Ability to identify needs and expectations of all parties concerned and to reach an agreement concerning expected outcomes.)
  9. Coaching and Mentoring Environment (Ability to establish a safe, comfortable environment conducive for effective sessions.)
  10. Establishing trust and building rapport (Ability to create a safe, supportive environment that produces ongoing mutual respect and trust.)
  11. Presence (Ability to be fully conscious and create spontaneous relationship with the protégé, employing a style that is open, flexible and confident.)
  12. Creating Boundaries (Ability to establish a good trusting relationship with the protégé within the confines of clearly defined boundaries.)
  13. Conducting Sessions (Ability to manage sessions in clearly defined stages conducive to the achievement of specific agreed upon outcomes.)
  14. Assessments (Ability to identify the need for coaching and mentoring through discussion with protégé to be coached/mentored and to identify developmental areas; psychodynamic factors which impact lifestyle and/or performance.)
  15. Communicating effectively (Ability to focus completely on what the protégé is saying and is not saying, to understand the meaning of what is said in the context of the protégé’s desires, and to support protégé’s self-expression.)
  16. Powerful Questioning (Ability to ask questions that reveal the information needed for maximum benefit to the relationship and the protégé.)
  17. Direct Communication (Ability to communicate effectively during sessions, and to use language that has the greatest positive impact on the protégé.)
  18. Human Behaviour (Ability to understand intent; uncover beliefs; identify emotions and to engage the protégé to gain insight in order to change limiting beliefs in order to develop high performance behaviours.)
  19. Performance Enhancement (Ability to assess the protégé’s performance in order to help the protégé identify then to overcome obstacles and to put goals in place which will enhance the protégé’s performance.)
  20. Managing Diversity (Ability to manage the wide range of variation in the qualities or attributes under discussion.)
  21. Facilitating learning and results (Ability to integrate and accurately evaluate multiple sources of information, and to make interpretations that help the protégé to gain awareness and thereby achieve agreed-upon outcomes.)
  22. Learning Styles (Ability to identify and utilise the protégé’s preferred method and style of learning in order for the protégé to achieve the best possible outcomes.)
  23. Creating Awareness (Ability to integrate and accurately evaluate multiple sources of information, and to make interpretations that help the protégé to gain awareness and thereby achieve agreed-upon results.)
  24. Designing Actions (Ability to help the protégé to create opportunities for ongoing learning, during coaching and mentoring and in work/life situations, and for taking new actions that will most effectively lead to agreed-upon coaching outcomes.)
  25. Planning and Goal Setting (Ability to develop and maintain an effective development plan with the protégé.)
  26. Managing Progress and Accountability (Ability to hold attention on what is important for the protégé, and to leave responsibility with the protégé to take action.)
  27. Measuring Results (Ability to develop and use measuring tools in order to accurately measure outputs / outcomes of coaching and mentoring.)


Our training is experiential.  In other words there are no role-plays – all coaching and mentoring that takes place during training is real.  Participants have an opportunity to coach/mentor and to be coached and mentored. They will write their own coaching and mentoring plan with real goals and an action plan. This method of training is highly effective because it creates paradigm shifts and lasting motivation.


Five full days of training.  (The five days need not be consecutive days.)


Elsabe Manning

Cell: 084 371 9105


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