Group Mentor Coaching Process
When the work takes place within a group, a recording may be listened to in advance of said session or one of the participating coaches may perform as the client and another one as the coach. During the session, the Mentor Coach and the remaining peers observe and note their reflections of how the session mapped against targeted skill development areas.
When the group moves to the feedback stage, the Mentor Coach first asks the client to share their impressions, then they ask so to the coach, and finally the Mentor Coach provides their comments. To conclude, the coach shares what they learned in the process and how they plan to apply such learning in subsequent sessions. This participative mechanism will result in every member of the group learning from all of their peers and being enriched beyond the experience levels any one individual might offer. The expected final result is that each coach may introduce all the knowledge they collected in these sessions into their daily practice.
COMPETENCIES AND RESPONSIBILITIES OF A MENTOR COACH
Responsibilities of a Mentor Coach
In its official webpage, the ICF lists suggested behaviors that are desirable and expected from a Mentor Coach. There is also a list of responsibilities a Mentor Coach needs to consider in their professional work. Among them, we call attention to the following:
- “Model effective initiation and contracting of coach relationship.” The Mentor Coach is a model for the coach, so they need to be extremely clear and specific in the stage of the process devoted to the contracting of the services that will be rendered. In this moment of the relationship, the Mentor Coach must fully explain to the potential client what Mentor Coaching is, how it operates, what potential expectations the client may hold and how financial aspects will be handled. Many of these tasks are similar to the ones conveyed at the beginning of a coaching process. The main difference is that the Mentor Coach is expected to be absolutely clear and effective, as they are modeling the professional behavior of the coach from the very beginning of the relationship.
- “Explore fully with the coach what is aimed at achieving in the Mentor Coaching process.” This exploration comprises two levels. On the one hand, the Mentor Coach wants to acknowledge the specific objectives driving the coach into this learning process. But also, each session is a potential opportunity to focus on the specific competencies that may be chosen by the coach at the beginning of the relationship.
- “Ensure both are clear about the purpose of the Mentor Coaching.” Such behavior reinforces the coach-Mentor Coach contract. During the clarification of the purpose of the Mentor Coaching process, it is also possible to include an exploration on the way of learning preferred by the coach, in order to determine how they prefer to receive feedback and what they expect from the learning process and the Mentor Coach.