Coaching and Mentoring Techniques

Mentee Name:

Brandon McMillan

Mentee Information: Brandon is a junior security professional that is under my charge to ensure the nations 5th generation war fighters are safe guarded and have the edge over our adversaries.

Evaluate Your Personal Readiness to Coach/Mentor Others

My ability to Coach/ Mentor others comes from 22 years of leadership/ mentorship, and coaching while serving in the Marine Corps. The Marine Corps has an extensive mentorship program, that is designed to enhance the Corps readiness, build strong leaders, and ensure our replacements are highly trained and versed in all aspects of being a leader. I have also attended a plethora of mentorship/ leadership schools throughout my military career as well as my new career in Lockheed Martin.

Coach/Mentor Value Proposition

As a mentor, I want to make sure that I am demonstrating the necessary leadership qualities that would allow my mentee to grow both professionally and personally as well as gain knowledge from our time together in a way that she wouldn’t have gained without having a mentor.

Mentee Vision

Brandon chose me as a mentor to guide him in achieving the short/ long term goals to develop a solid routine, build confidence and converse with others. So, my focus will be to foster an atmosphere of security and trust to remedy Brandon’s performance. Furthermore, self-reflection will be crucial to achieve applicable therapeutic goals without being condemnatory. I will be meeting with Brandon three times a week, where notes will be taken and taskers/ deadlines to complete.

Mentee Name: Brandon McMillan

Needs Assessment Results

Lockheed Martin requires leadership to assess and develop workers at all levels. By using all categories covered under both Attributes and Competencies, I assessed Brandon McMillan’s needs through a face-to-face interview, interview with his immediate co-workers, and through previous observations. Throughout these interviews and observations, key information was gathered which led to an analysis of the root cause for identified behaviors and lead to the need for improvement in certain areas.

Short-Term Goals (0-6 months)

1. Brandon’s improvements of self-awareness and comprehension or how his activities influence others and the work force. Brandon will demonstrate development in self-awareness over a three-month time frame.

2. Brandon recognized the trust in himself, in this way inside the following three months, he will make in any event three opportunities that will help confidence within himself.

3. Brandon has remained an influential member of the team. Within three months, Brandon will create opportunities to broaden positive impact over his team with the last objective of being chosen for a formal leadership position.

Long-Term Goals (6 months-2 years)

1. Work towards and discover approaches to demonstrate loyalty to his team, his staff, and the Corporation, equally and without waiver, by balancing his time with the security team and his assistance within the following 12 months.

2. To counter the positive effect Brandon’s activities had on his team, Brandon will move in the direction towards and discover approaches to give and make a positive domain and cultivate pride inside his team through a formal leadership position within the next 12 months.

3. Work towards and discover approaches to influence others through one-on-one, individual peer development and mentorship by selecting one individual or a select gathering of individuals to guide through similar experiences within the next 12 months.

Mentee Name:

Activities to Meet Short-Term Goals

1. To support Brandon’s demonstration of growth in self-awareness and understanding of how his actions and decisions can affect others and the organization, Branden will write 12 journals over a 12-week period. The first three journals will address the decisions and resulting actions Brandon took that ended with his UN professional behavior and how those actions affected himself, his teammates, and the organization. The following nine journals will address an ethical or behavioral decision that Brandon is faced with each week, what influenced his decision, and how that decision impacts his organization.

2. To support the three confidence boosting opportunities, Brandon will provide a presentation to different work sections. His presentation will be focused on what he learned as a result of his self-reflection through his first three journals. During his presentation he will work to speak with confidence and sincerity.

3. To support Brandon’s goal of improving his positive influence across his organization, Brandon has determined to do the following activities: First, Brandon will organize a community outreach event focused on providing for the needs of others. Second, he will select and read a weekly article on positive inspirational leadership. He will then send a weekly email to his organization summarizing the leadership topic and providing relevant reflection and understanding. This initial email campaign is intended to provide an avenue with which Brandon can offer positive influence across his organization outside of a formal leadership position.

Activities to Meet Long-Term Goals

1. Brandon has lacked a balance of loyalty and as such, needs to find balance between himself and his coworkers. To support this goal, Brandon will develop a calendar of events by prioritizing mandatory and voluntary vents that are critical to developing relationships, through which he will develop a workforce balance.

2. To support Brandon’s goal to create a positive environment and foster pride within his unit and team, he will seek out a formal leadership position that contributes directly to influence unit pride and culture. Through this position he will have direct influence over activities and policies that will be conducive to unit culture and pride.

3. With the inevitability of younger coworkers making similar mistakes he has elected to identify a younger coworker and mentor them through the same process. This activity is planned to take place within the next year while the newly found skill set is still fresh in his mind.

Coaching Techniques (to support the predetermined activities)

1. Cognitive Behavioral Coaching (CBC), Kathrine Minzlaff (2019) will be my go to coaching technique “To facilitate goal attainment, CBC adopts a dual systems approach where both behavioral and psychological interventions are considered crucial and instrumental in achieving coaching goals (Neenan, 2008)” (Minzlaff, 2019, p. 21). Being mindful that people can have behaviors that are counterproductive, coaches should move to psychological intervention of CBC within the Integrative Coaching Model (Minzlaff, 2019). These techniques will be utilized to aid Brandon in productive thoughts and behaviors and stay on track with his goals.

2. I will be Combining Cognitive Behavioral Coaching and Gestalt principles in coaching due to their ability to emerge together. Dr. Jamie Morin (2016) submits that the International Coach Federation’s (ICF) definition of coaching and Gestalt principles emerge nicely together.

Mentoring Techniques (to support the predetermined activities)

1. Initially I will employ mindful mentoring, while conducting knee cap to knee cap mentoring. “Mindfulness is described as ‘awareness that arises through paying attention, on purpose, in the present moment, non-judgmentally’ (Foundation for a Mindful Society, 2015, para. 3)” (Trube, 2017, p. 160). In this relationship, mentees should “practice mindfulness by observing their own experiences rather than being dominated by them (Groom, 2009, p. 95)” (Trube, 2017, p. 161). By using mindful techniques, I hope to achieve open and honest dialogue addressing approaches, values, insights and understanding.

2. The secondary mentoring technique that I will employ is e-mentoring. As our shifts do not always line up, so this will allow mentorship to be conducted. I also anticipate that there may be times that we will not be able to meet face-to-face. Due to these circumstances, he will email his journals to me so that I will be able to review them and provide feedback.

Additionally, I will be moving to a new position, which will require that we continue this mentor/mentee relationship using e-mentoring systems. Ragins and Kram (2007) mention the three types of e-mentoring “CMC-only, CMC-primary, and CMC-supplemental” (p.300). I anticipate using CMC-supplemental in the beginning stages of this relationship, and then I anticipate moving to CMC-only as I move to my new position.

Summary of Differences Between Coaching and Mentoring Techniques

Coaching is more performance based and utilized to enhance one’s ability to perform on the job. To stimulate them to open up their mind and inspire them to maximize their personal and professional potential.

Mentoring is more of a trusted adviser, someone who is senior within the company or has a better knowledge base that can mold a new employee and put them on the pathway to success.

References:

-Minzlaff, K. A. (2018). Organisational coaching: integrating motivational interviewing and mindfulness with cognitive behavioural coaching. Coaching: An International Journal of Theory, Research and Practice, 12(1), 15–28. doi: 10.1080/17521882.2018.1478437

-Morin, P. J. (2016). Reflections on Coaching: The Application of Gestalt Principles and Positive Psychology to Transition Coaching. Gestalt Review, 20(3), 279. doi:

10.5325/gestaltreview.20.3.0279

- Trube, B. (2017). Mindfulness Practices in Mentoring and Teaching. Childhood Education, 93(2), 159–167. doi: 10.1080/00094056.2017.1300495

Ragins, B. R., & Kram, K. E. (2007). The handbook of mentoring at work theory, research, and practice. Los Angeles: Sage Publications.