Coaching and Mentoring Skills

This one-day course aims to provide professionals with an underlying understanding of the philosophy of coaching, along with a range of practical skills that will assist them in coaching colleagues as a method of developing and empowering their teams. 

Objectives – at the end of the course, delegates will

  • Be able to define Coaching
  • Understand the difference between Coaching, Mentoring & Counselling
  • Gain knowledge about the types of problems that coaches present with
  • Have had an opportunity to develop & practise a range of coaching skills
  • Have explored practical strategies for coaches
  • Be able to ‘troubleshoot’ issues in a coaching process

What is coaching and why is it important?

Introducing definitions of coaching to stimulate discussion and understanding of the role of a coach, and to compare with the roles of mentor, trainer and counselor.

The group will have the opportunity to discuss how they intend to apply their coaching skills and to consider the practical aspects involved, to include: establishing agreements & behaviours; programme structure, session frequency & length, environment, admin procedures such as note-taking & filing; goal setting.

Question Types

A session on the facilitative skill of asking the most appropriate and timely questions based on an overview of the different types of questions and discussions around their pros and cons.  This will include an exercise where attendees are asked to practice asking Socratic questions, a non-critical method for probing reasons, assumptions and understanding.

Behavioral Coaching using the GROW Model

Presenting the GROW Model components that offer a framework for coaching to develop behavioral skills:

  • ascertain the goal; why this is important and the SMART model
  • check the reality; how to achieve and agree mutual assessment of the current situation
  • consider the options; learn to demonstrate and encourage a creative approach 
  • confirm the will: establish an action plan with success criteria and measurements; identify potential obstacles and/or challenges, and agree commitment.

Practice Session

Delegates coach each other in pairs based on lessons so far. This will be followed by feedback opportunities and a group discussion.



  • As a fundamental skill in successful coaching, this session aims to emphasise and define the value of words, tone and body language in the coaching context.  It also demonstrates the emotional impact of both verbal and non-verbal communications with a short practical exercise aimed at highlighting the effects of posture, position, stance, proximity, attention and eye contact


  • Emphasising the value and skills of effective listening, particularly when based on empathy and the effort to understand what is being said without evaluating or judging

Strategies to Overcome Resistance and Barriers 

This session offers insight and strategies to help build rapport and encourage progress.  By sharing information and appropriate personal experiences, challenging and confronting inconsistencies, offering encouragement and praise, delegates are helped to understand how these skills will keep the coaching goals moving forward.  

Understanding the drivers that underpin or sabotage behavioural change will help achieve lasting change.  Delegates will be introduced to the concepts of Cognitive Behavioural Coaching and Internal Dialogue to consider the positive and limiting impact emotions can have and are offered the Acknowledge, Accept, Move On (AAM-O) model as a strategy for emotional management.

Task and time management

So often poor time management and prioritisation, can undermine success.  This session introduces the Circles of Control, Influence and Control to help delegates decide where they will get the best investment from their energy, and Covey’s matrix of Four Quadrants to help differentiate between important and urgent activities and thus aim to ensure tasks get done and stress levels are controlled.

Transactional Analysis

TA is a useful model describing patterns of behaviour or modes: Parent, Adult and Child.  A brief overview will introduce the concept and advocate Adult mode as an objective attitude to help maintain focus on issues and not personalities.

Summary and Review

Delegates will be given the opportunity to reflect on the learning points of each session, and encouraged to form a plan to develop the knowledge and skills they feel would enhance their own performance.