You are on page 1of 39

TIME & PROJECT MANAGEMENT

Participant Workbook

i

All rights reserved. This publication may not be reproduced, stored in a retrieval system, or transmitted in whole or in part, in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of Gregory D. Wilkie

2006, Gregory D. Wilkie PO Box 1695 Anchorage, Alaska 99514-1695 (907) 332-0500 coachgreg2001@yahoo.com

ii

Session Agenda
Time and Project Management Overview (2 hours total) Provided as one two-hour long session Time Management Introduction Exercise Managing Time Management Functions Managing You

Project Management Introduction What Is A Project? Why Is Project Management Important?

Appendix

Bibliography

iii

This Page Intentionally Blank iv .

” Be able to identify a minimum of two (2) projects they are currently working Notes 2. 4.SESSION OBJECTIVES DESIRED RESULTS at the end of this session. “normal work. 3. participants will: 1. MY DESIRED RESULTS ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ "The great thing in this world is not so much where we stand.Oliver Werndell Holmes Page 5 of 39 5 . Be able to provide a working definition of the three times of time Be able to prioritize a list of tasks by importance using the four quadrant system Be able to provide a working definition of a project and what is. as in what direction we are moving" .

Notes INTRODUCTION Demonstration: Time In A Bottle Who: ANTHC Scholarship and Intern Recipients What: Identifying the amount of time available to you during any given day When: In the next ten (10) minutes Where: At your desk / table Why: To identify the types of time and how the types can be used How: Through the construction of a model Time In A Bottle Elements: ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ Page 6 of 39 6 .

Attempting to ‘manage’ time would be like asking someone to ‘manage’ the direction north.Notes Exercise: Time In A Bottle (Continued) For the model of time that was constructed – How were priority tasks illustrated? What characteristics did all of the time elements have in common? Are the characteristics different for different people? Time Management Can you really Manage Time? Are you able to arrange for more than: 24 hours in a day? 60 minutes in an hour? 60 seconds in a minute? Time Management is actually a misnomer. Page 7 of 39 7 .

Notes DAILY TIME LOG Keeping a Daily Time Log for several days helps you to understand how you spend your time. Key points: Daily time logs are useful tools for auditing the way that you use your time. Without modifying your behavior any further than you have to. working. and when you perform at your best. You may be alarmed to see the length of time you spend doing low value jobs! You may also see that you are energetic in some parts of the day. gossiping with colleagues or whatever. note down the things you do as you do them on the daily time log. They can also help you to track changes in your energy. alertness and effectiveness throughout the day. Every time you change activities. whether opening mail. A lot of this can depend on the rest breaks you take. The daily time log gives you some basis for experimenting with these variables (called peaks and valleys). analyze the daily time log. The Bad News: There are portions of our work day that are not within our control. How do we tell the difference between those times we are in control and those times when we are not in control? Through the use of a daily time log (see appendix). Page 8 of 39 8 . so that you can carry out your most important tasks during these times. making coffee. and flat in other parts. Learning from Your Daily Time Log Once you have logged your time for a few days. You will also know the times of day at which you are most effective. Types Of Time The Good News: There are portions of our work day that are within our control. By analyzing your daily time log you will be able to identify and eliminate time-wasting or low-yield jobs. and quality of your nutrition. note down the time of the change. the times and amounts you eat.

however. The time we spend doing things we would not be doing if we did not have bosses.TYPES OF TIME System Imposed Time Is used to accommodate requests from peers for active support. bureaucracy. though not always as direct or swift. Self-Imposed (Discretionary) Time – what’s left over Is used to do those things that the employee originates or agrees to do. A certain portion of this kind of time. will be taken on by peers as part of their self-imposed time. Neglecting these requests will also result in penalties. and adminstrivia Boss Imposed Time Is used to accomplish those activities that the boss requires and that the employee cannot disregard without direct and swift penalty. Self-imposed time is not subject to penalty since neither the boss nor the system can discipline the employee for not doing what they didn't know he had intended to do in the first place Notes Page 9 of 39 9 . Examples are: red tape. The remaining portion will be the employee’s own and is called discretionary time.

Notes MANAGING YOU You have kept your Daily Time Log for at least a week.’ and are reducing the number of top time wasters (see appendix) affecting you. are aware of your daily ‘peaks and valleys. Page 10 of 39 10 .

THE BOTTOM LINE Notes Time Cost Quality Three Things That all supervisors and managers need to ensure their employees have to be successful in their job tasks: ♦ The employee has the knowledge and ability to do the job ♦ The employee has the necessary job-specific training to do the job ♦ The employee has the necessary resources to do the job Page 11 of 39 11 .

Notes TRANSITIONS From Worker Performs Work Provides Service Receives Reward To Manager Plans Work With Others Implements Plans For Own & Employee Performance Facilitates Employee Performance Assists in the Measurement of Productivity Implements or Assists in the Performance Reward System Group Activity ♦ Look at the forehead of the person next to you ♦ What do you see? ♦ Why is it there? Page 12 of 39 12 .

A good tool to use for introspection is a daily journal. we first must know ourselves. when added together should equal 59 "Always make sure people are aware of your knowledge and skills.Anon Page 13 of 39 13 .BEHAVIORAL FOUNDATIONS Biology. administration of psychological instruments. Typical questions you might ask yourself (introspection) are: How do I make decisions? Why do I make decisions like that? Is there a specific methodology. or through professional assessments. or Environment? In general psychology courses. of what you can do specifically for them." . or on the environmental (enculturation) affects on the individual. We can get to know ourselves better through increasing our self awareness. “Who am I?” How did you answer? Were you satisfied with your answer? How did you know what you answered was correct? What criteria did you use? To be able to manage others. Increasing our self-awareness can be accomplished through introspection. or is it nurture?” Whether the behaviors we are observing are based on the biology (genetic). How We Are Have you ever asked yourself. the two sums. or path that I take to arrive at decisions? Do I use different decision methodologies if the issue is critical? How do I determine whether an issue is critical? Group Activity Orientations Inventory Go to handout and follow directions for administering and completing the Orientations Inventory Check Step: On page 5. we always hear. the answer is “Yes!” Notes Who We Are. “Is it nature.

" The two most important words: "Thank you.S. Page 14 of 39 14 .17 in 1985)." The four most important words: "What is your opinion?" The three most important words: "If you please.Notes MODELS OF BEHAVIOR Humanistic Model Beliefs Attitude Human Relations The six most important words: "I admit I made a mistake." The five most important words: "You did a good job." The one most important word: "We" The least most important word: "I" Feelings Emotional Behavioral Intentions Behavior Henry Marsh’s Model Needs LOVE Life Feeling Important Variety Belief Window Personal Truths Behaviors Actions Henry Marsh is one of the greatest U. Henry Marsh still holds the American record in the event (8:09. steeplechasers of all-time.

Notes Psychoanalytical Model Heredity Environment Decisions (Made) Values Feelings Ideas Behavior Motivation Ability Role Perception Situational Factors (MARS) Model Role Perception s Individual Behavior and Results Ability Situational Factors Values Personality Perceptions Emotions Attitudes Stress Motivation Page 15 of 39 15 .

” www.htm “A form of teaching that includes walking alongside the person you are teaching and inviting him or her to learn from your example. D & Megginson.demon.lmuaut.org/CPM/Glossary.imb. Mentoring Executives and Directors (1999) What definition do you use to describe mentoring? What is the difference between the. clinical.gov/public/dot/refrnc/dotappb.htm "Off-line help by one person to another in making significant transitions in knowledge. spiritual. “ experienced colleague ” and the.co. D." Clutterbuck. work or thinking.oalj. and/or guide them with regard to problems that may be resolved by legal.uk/trc/edissues/ptgloss.” www. and/or other professional principles.” www. “ inexperienced individual ?” What do the terms “experienced” and “inexperienced” mean in reference to mentoring? Could you be a workplace mentor? How? Why? Page 16 of 39 16 .dol. scientific.Notes MENTORING Sample Definitions of Mentoring “Dealing with individuals in terms of their total personality in order to advise.htm “The process in which an experienced colleague is assigned to an inexperienced individual and assists in a training or general support role. counsel.

label 3-5 pages with “Mentoring Needs. Page 17 of 39 17 . ask and you shall receive” that we learn the wisdom of life and powerful strategies to help others. Keeping a journal. which will present themselves as you progress through your mentoring activities. Design a support group of three other people that you can call on as you progress through your mentoring program.” On the “Mentoring Needs” pages you will accumulate a list of mentoring needs. as well as other reflections. It is recommended that you continue writing the journal beyond the completion of your mentoring program. Each activity will help you explore a part of yourself that you may not have thought about before. It is in the experience of “seek and you shall find. At the beginning of your journal. 3. The members of this group can serve you in the following ways: o As your point of accountability. A mentor cannot mentor others without first having been mentored successfully. 2. Select someone who can motivate you. All activities.Notes Four Commitments Of Mentoring A person cannot lead others without first learning how to lead oneself. Journaling can help you reflect on who you are in the world and how life impacts you. You need to tell someone that you are doing a specific exercise and that you want him or her to check up on you to be certain you have completed it by a date certain. should be kept in a journal. It is in “knowing thyself” and recognizing your own strengths AND weaknesses that authentic leadership begins. Mentoring will require four commitments from you: 1. Self-discipline to complete all the activities your mentor provides.

There may be times you will want to not follow through with this course. There will be things that come to you through your reflections that you may want to talk about. Page 18 of 39 18 . Exercise: My Support Group Identify your support group in your journal. lean on these people to help you in your personal and professional growth. ask yourself the following questions in the morning and in the evening. Asking these questions will set you on a healthy path of proactive noticing of you in the world. Select someone who will remind you of your vision as you begin this course. Such conversations may be very personal. As you progress through your mentor program. Select someone you can trust in those moments.Notes Four Required Commitments Of Mentoring (Continued) o As your confidant. The questions can simply be a mental exercise that takes about 3-5 minutes in the morning and evening OR you can journal your responses. 4. o As your cheerleader. On a daily basis. The key is to develop a pattern of consistent questions that empower you on a daily basis.

What am I excited about in my life now? What about that makes me excited? How does that make me feel? 2. How did I contribute to others today? 5. What am I enjoying most in my life right now? What about that do I enjoy? How does that make me feel? 4. Who do I love? Who loves me? What about that makes me loving? How does that make me feel? Evening Empowerment Questions (Robbins. What am I grateful about in my life now? What about that makes me grateful? How does that make me feel? 3.Notes Morning Empowerment Questions 1. How did I show my love and compassion for others today? Page 19 of 39 19 Think Sideways . How has today added to the quality of my life? 4. What have I given today? 2.-. What did I learn today? .Edward DeBono 3. What am I committed to in my life right now? What about that makes me committed? How does that make me feel? 5. 1991) 1.

Notes What is mentoring? Why is it important to you? A mentor is generally considered a more experienced person who alternately functions as a coach. customs. A major problem with informal mentoring is that women and minorities are the least likely to be “adopted” by a mentor. integrated personal approach to life Informal mentoring Most people experience the informal “happenstance” mentoring throughout a lifetime. especially white. Page 20 of 39 20 . resources. give moral support and build confidence. counselor. Acquaint the mentee with values. Mentoring is carried on in informal and formal ways. and a teacher. The “old boys’ network” for promising young men. has not yet been fully adapted for other deserving candidates. Model the professional role. Mentoring can be done through facilitation by another individual or through self-facilitation. and professional connections. Define the newly emerging self and to encourage the dream. middle class men. “Lucky” mentees are chosen by persons who take a “special interest” in them and promote their personal or career development. Completing a mentoring program can put you on the path to successful adulthood. a promising professional life. The mentoring relationship has many functions: • • • • • • • • Enhance skill and intellectual development. and a healthy. Expand horizons and perspectives. Welcome and facilitate entry and advancement in the work situation. Thus the reason for the development of more formal mentoring programs and services. Advise. Furnish a relatively objective assessment of strengths and weaknesses.

Page 21 of 39 21 . Some are sophisticated programs with staffs for training and monitoring progress. by observing yourself “objectively”.Notes Formal mentoring Formal mentoring programs vary in scope and design. reflection on field experiences and serial mentoring. you can determine exactly what you need to overcome your next developmental challenge. are available for hire by either a corporate professional development department for promising career candidates OR by an individual who is determined to fulfill career dreams. Personal coaches. In other words. Professional associations and business are likely sponsors of mentoring networks. others are volunteer-led networks for supporting mentors and mentees. like a personal trainer. understand. biographies. parents and siblings. Self-Facilitation or Mentoring Self-Management Program Through self-facilitation or self-management. illuminating materials and media. A mentoring self-management program places the responsibility onto the mentee and expands the notion of mentoring to include peers. and use their unique developmental patterns to manage their own mentoring. and reflecting on what you observe. mentees identify.

your choice. For example. or sharing secrets are all examples of proactive self-management. believing this can benefit you. which you believe will be empowering. For a mentor-in-training. you are practicing passive self-management. expressing feelings you usually hide. As you pursue your career. self-management is essential.-. you are provided with experiences.Notes There are two types of self-management: Passive and Proactive. you will ultimately be in a profession where you must mentor and lead others. By placing yourself in certain situations. Using your conscious will in pursuit of a personal goal is the thing that gives you the energy to keep on the path of pursuit. which affect you more or less profoundly. choosing to exercise is proactive self-management for a person who may normally be inactive. As you become more proactive in your life. This self-management training needs to become a life practice. Writer Page 22 of 39 22 . Proactive self-management occurs when you consciously choose to alter your behavior—to interrupt how you normally do things. focused on looking for ways of continuous self-improvement. You may choose to speak or listen or behave in a new way. you will also become stronger. "Change your thoughts and you change the world. When you choose to enroll in a course or to work in a particular environment. This proactive self-management focus allows you to work through all the barriers you internally create to resist change in behavior. Choosing to wear a different style of clothing may alter how people respond to you. Mcalindon.Harold R. your action. Passive self-management occurs when you put yourself in a situation where things will happen to you. Beginning meditation. You take the initiative—it is your idea." . You need to take on training yourself to be fully conscious and as aware as possible.

define strategies and plans. creativity and choice. promotes clarity.The International Coach Federation (ICF) "Coaching is a professional relationship that enhances the client's ability to get clear. clients deepen their learning. and enhance their quality of life.The Academy for Coach Training (ACT) • • • Page 23 of 39 23 . making changes. careers. Laura Whitworth "Professional Coaching is an ongoing professional relationship that helps people produce extraordinary results in their lives." . Through the process of coaching. is a powerful alliance designed to forward and enhance the lifelong process of human learning. effectiveness and fulfillment. A coach is someone who will help you articulate your goals. businesses or organizations.The Association of Personal and Professional Coaches "Coaching is a collaborative process that amplifies and accelerates self-discovery. improve their performance. and helps people achieve--and often exceed--their goals more quickly and more efficiently than they would without the partnership of a coach." .COACHING Coaching. and challenge you to achieve that vision. to focus on learning." . hold a vision of you in full expression and success. as defined by the Coaches Training Institute (CTI). So you and your coach become powerful participants in a team that is committed to deepening your learning and forwarding the progress toward your professional and personal goals.Co-Active Coaching. Notes Some Definitions Of Coaching • “An alliance between two equals for the purpose of meeting the client's needs" . achieving desired objectives and experiencing fulfillment.

Notes CORE COACHING CAPABILITIES Knowledge: As a coach you need to know What coaching means and what distinguishes coaching as distinct from other learning and helping roles What the coaching process involves and what coaching models underpin your role as a coach Where coaching fits within wider developmental processes (particular within organizations) What personal and professional capabilities the coachee needs to develop How to manage the coaching relationship and to set clear boundaries How people respond to. manage and resist change How people learn and adapt coaching to suit different learning styles The limits and boundaries of your own practice Skills: As a coach you need to be able to Actively listen and communicate at different levels Employ your intuition Creatively ask questions Influence with integrity Give feedback artfully Be empathic in face of setbacks Demonstrate confidence in self and coachee Be compassionate Work openly and collaboratively Challenge he coachee Help the coachee engage in problem-solving Facilitate goal-setting & generation of own strategies Focus on action Inspire persistence Act in the best interests of the coachee Network and access resources Manage self Demonstrate passion Act ethically and with the highest integrity Page 24 of 39 24 .

Notes Core Coaching Capabilities (Continued) Behaviors: As a coach you should Demonstrate empathy and build rapport Promote and facilitate excellence Inspire curiosity to open up new horizons Encourage self-discovery Act as a role model Be non-judgmental Posses a sense of humor and use appropriately Value diversity and difference Show tact and diplomacy Maintain trust and confidentiality Signpost client to other sources of support Seek opportunities to build client’s confidence and self esteem Critically evaluate own practice Engage in continuous professional development (CPD) Share learning with clients and peers and the wider coaching community (Association of Coaching) Page 25 of 39 25 .

Implement the plan • Take action. 6. Assess where the person is now. Page 26 of 39 26 . Develop a plan to achieve the goals • What • How • When 4.Notes The Six-Step Coaching Model 1. Evaluate the performance • Measure against the standard. • Skills • Job knowledge • Attitude and satisfaction 2. Determine the individual’s goals and expectations • Reasonable • Measurable • Quantifiable • Attainable • On a realistic timeline 3. • Take chances 5. Provide feedback: how and when • Focus on continuous improvement.

• Communicate your expectations for the session. specific). ask questions. • Describe the challenge. don’t be judgmental. 2. Source: Implementing the Coaching Model Notes Page 27 of 39 27 . 3. • Let them vent (let them finish and manage your reactions). reflect and paraphrase. identify the problem. Phase 3: Define the challenge/problem • Listen actively. Have I qualified the results? Have I talked with: • other peers • other coaches? Do I have a current evaluation of this person? What are the goals of this session? 1.STEP 1: ASSESS WHERE THE PERSON IS NOW Preparing For Coaching Ten Steps For One-On-One Coaching Instructions: Use this SkillGuide to complete the first of 10 critical steps in preparation for a one-on-one coaching session Phase 1: Find the Facts What was covered in previous sessions? What goals were set? 1. What action would I like to see as a result of this session? Phase 2: Set the stage • Praise what they do well. opportunity. or growth. 3. • Describe their behavior only (objective. • Offer your perceptions as a guide. descriptive. 2.

Phase 8: Define the timelines • Be specific.Notes Phase 4: Get agreement on the facts • Clarify and summarize. • Monitor milestones. Phase 6: Prioritize the options • Rank and evaluate the consequences. redirect and reassess. • Leave on an "up note". Page 28 of 39 28 . Phase 10: Follow-up. Phase 7: Develop an action plan • Write specific steps that need to be taken. • Guide them to other options (not offering your solution). • Encourage them to come up with solutions. Phase 9: Praise them once more before they leave the office • Let them know you appreciate their contributions. • Define activities and when the training will begin. Phase 5: Search for options • Ask questions and listen. • Begin the coaching cycle again.

assessable.com). significant Achiveable Within the capabilities of the individual. Challenging.STEP 2: DETERMINE THE INDIVIDUAL’S GOALS AND EXPECTATIONS Goals Need To Be SMART Specific Focused. but something that is tangible Time-bound Time urgent A goal without a time urgency is a dream. identifiable detailed Use the Hold My Focus Worksheet located in the Appendix Measurable Quantifiable. yet able to achive success Realistic Within the individual’s bounds of achivement Not an ideal or dream. Sharing goals with another increases the probability that they will be achieved by an additional 33 percent (Coachville. detectable. ensure that the goals are written in plain language. defined. captured the way the coachee states them. certain. Page 29 of 39 29 . Writing down goals increases the probability that they will be achieved by 33 percent. or ideal Use the Goal-Setting Worksheet located in the Appendix Notes When discussing goals.

dedication of time. Communicate. Communicate honestly and frequently with the coachee to ensure a clear understanding of the boundaries and requirements of each goal Communicate honestly and frequently to ensure a clear understanding of goal expectations Communicate honestly and frequently to ensure a clear understanding of the level of respect that each of you have for the other’s commitment to the coaching Working with the coachee. Goal achievement plans require the coach and coachee to do three things to e successful: Communicate. and the level of quality/specific scope necessary to achieve the goals. Use the Action Plan sheet located in the Appendix to assist you in formulating the coachee’s plan." .-. cost/resources needed.Harold R. examine the coachee’s level of commitment.STEP 3: DEVELOP A PLAN TO ACHIEVE THE Notes GOALS Using the goals identified in Step 2. "Change your thoughts and you change the world. Writer Page 30 of 39 30 . Working within these parameters a realistic timeline of accomplishment can be developed and agreed upon. Communicate. and level of passion to achieving the goal. cooperatively work with the coachee to develop a realistic plan to achieve the goal(s). Mcalindon. Use the Annual Life Planner Worksheet located in the Appendix The goal achievement plan should include the parameters of time line with milestones.

Continuing and even increasing the level of communication during the plan implementation is essential for the success of the coachee. A daily checkin with the coachee. The plan must be implemented and evaluated for its level of success. continuing clarification of the goals and objectives Monitoring milestone achievement and the level of achievement attained Monitoring and reviewing resource usage ensuring that resources are not depleted prior to goal attainment Saying what you will do. if there is any need to adjust milestones or the timeline. and documenting the results Implementing the plan continues to build the level of trust between the coach and coachee.STEP 4: . through continued honest and frequent communication. allows the coach to be present and available for the coachee. Notes Implementing the plan involves: Continuing the coach-coachee communication in the form of feedback. doing what you say. Page 31 of 39 31 . lasting no more than five minutes. The daily availability of the coach provides the coachee with an opportunity to announce the level of success achieved towards the goals. IMPLEMENT THE PLAN Identifying the coachee’s goals and developing an achievement plan are only a part of the coaching process.

The evaluate performance step is one of the most challenging for coaches and coaches alike. make it positive When evaluating your coachee. Page 32 of 39 32 . the hurdles they have already cleared and what they may see on the path ahead of them in attaining the goals. use the two-minute challenge: State what you have observed Wait for a response Be aware of sidetracks Do not allow yourself to be taken off focus Ask for a specific solution Demand specifics.Notes STEP 5: EVALUATE THE PERFORMANCE Make it private. do not settle for “stories” Ask again for a specific solution Agree together on a specific solution (Source: The Practical Coach video) Allow the coachee to self-evaluate their progress towards their goals. Assist the coachee in remaining “real” in their self-evaluation through an analysis of the challenges they are facing. become sidetracked. This is not a time to accept excuses. or allow the coachee to settle for less than what they agreed upon during the goal-setting step.

Ensure that you. The One Minute Manager Notes When providing the coachee with feedback on their performance. actively listen and observe the coachee’s reaction and responses to your feedback. and what you're willing to sacrifice to accomplish it." . or the levels of achievement necessary to be successful.Lee Iacocca Activity: Coaching Role Play Page 33 of 39 33 . Is the coachee receptive to the feedback? Is the coachee able to use the feedback you are providing? Coaching is a two-way street. tell people what you're trying to accomplish. reiterate your usage of the two-minute challenge: State what you have observed Wait for a response Be aware of sidetracks Do not allow yourself to be taken off focus Ask for a specific solution Demand specifics. both of you will learn valuable experiences that can be beneficial to your futures. The providing feedback step is not a time to alter the goals.STEP 6: PROVIDE FEEDBACK “Catch them doing things right” Kenneth Blanchard & Spencer Johnson. the milestones. as coach. consistent. "I have found that being honest is the best technique I can use. Right up front. Both the coach and coachee’s communications need to remain honest. do not settle for “stories” Ask again for a specific solution Agree together on a specific solution (Source: The Practical Coach video) Remain consistent and honest in your communication with the coachee. and realistic.

People can grow as a result of supervision. That is why supervision is often not very effective. Very progressive managers who are also effective leaders can be somewhat more successful in prompting professional growth in their employees. Leadership implies an "attracting" or "pulling" influence. or her needs with a supervisor. but have some degree of choice as to whether they follow the leader and whether they grow or not. management. Anyone who has tried to lead others knows just how true that is.Notes COACHING & MENTORING APPLICATIONS How is coaching and mentoring different from supervision? Supervision is the process of employee development." Page 34 of 39 34 . The risk taking needed for learning and growth are not likely to occur. and followership suggests that employees are drawn toward something. Learning in a supervisory situation is often a very high risk circumstance. they risk poor evaluations and dismissal. Marilyn Ferguson states it so well. at least to the point that the possibility of losing one's job is a motivation for growth. but leadership requires "followership". "The gate to change is locked on the inside. and evaluation which is used by a boss. If an employee shares his weaknesses.

mentoringassociation. we ALSO need non-supervisory relationships between mentors/coaches and the employees who are their protégés. However.org/FAQs. Also. 4 April 2006 Page 35 of 39 35 . Certainly supervisors MUST be trained and expected to also act as mentors and coaches. "High Impact" mentors and coaches are MODELS and MAGNETS of best practices. To defer to the greater experience of a mentor 2. Those skills will improve their ability as supervisors and the results of their supervision. this conception includes explicitly understanding that the employee who works with a mentor or a coach must choose: 1. increased performance. and that is why mentoring and coaching must NOT overlap evaluation and supervision. if we expect to dramatically accelerate the learning and performance within our organizations. Retrieved from: http://www. In other words. This approach to mentoring and coaching frames the mentor/coach as a highly effective leader WORTH following. To take the risks of discussing their own weaknesses and needs and of learning in front of someone more senior.html#anchor128231337. Choosing to act that way takes a very special circumstance and relationship. To learn through others' experiences and mistakes and avoid learning by trial and error 3. and greater results. People are attracted to them.Notes How is coaching and mentoring different from supervision? (Continued) “High Impact Mentoring and Coaching" is designed to be very separate from supervision.

.coachu. you are unable to donate the full amount of time necessary to do your job effectively and efficiently. When you are feeling healthy. . I've lost almost 300 games. http://www.com) The Clean Sweep Program consists of 100 items that monitor the coachee’s Physical Environment (Work and Home) Health & Emotional Balance Money (Financials) Relationships (Personal and Professional) These four key areas provide balance and “minimize the drag” of daily living and work. reduced financial worries. And that is why I succeed. have positive relationships. and you can appreciate your relationships – can influence the outcomes in your personal and professional lives." -. When issues are on your mind.000 shots in my career. and missed.Michael Jordan Page 36 of 39 36 . "I've missed over 9. 26 times I've been trusted to take the game-winning shot .Notes Clean Sweep Program (Source: Coach University. You can now dedicate your full focus to what matters – your occupation and your personal life. I've failed over and over and over again in my life. The Clean Sweep Program is a great way to monitor quality of life and the level of outcomes possible.

Notes Appendix Daily Time Log Top Time Wasters Time Management. The Leadership Center At Washington State University Work Habit Personalities Philosophy of Managing Your Time Ways To Save Time Management Time: Who’s Got The Monkey? Action Plan Page 37 of 39 37 .

New York: Free Press. Management of Organizational Behavior: Utilizing Human Resources (4th Ed.. NY: McGraw-Hill/Irwin Belilos. NJ: Prentice Hall. P. Management: Leading people and organizations in the 21 century (2 [University of Phoenix Special Edition Series]. From Transactional to Transformational Leadership: Learning to Share the Vision. (1987). NJ.iastate. Organizational Dynamics. Bernard.easytraining.Bibliography Bass.) (1997). San Francisco: Jossey-Bass..A. & Snell. “Sign of the cross-training times. Mouton (1985). and Jane S. retrieved May 2. Research in Organizational Change and Development 10. G. Goldhirsch Group Inc.. Methuen. Debra (1996).) 38 . In R. NJ. T. The Managerial Grid III: The Key to Leadership Excellence. & Randolph.. Winter 1990 Bateman. Group Decision Making Toolkit. and Hersey. Don (1998). A. Shawnee Mission. 1989. “Human Resources Planning: Building a case for cross-training. MT(ASCP) DLM. 2001 Blanchard. Englewood Cliffs. Posner.htm. Bass. http://www.. & Barry Z. New York. J. & Worley. James M. Bernard. Peter & Morehouse. retrieved March 12.nwlink. GOAL/QPC Capezio. G. B. and Rosen. Organizational Behavior: A Diagnostic Approach (6th Ed. Blake. MA. Big Dog’s Leadership Pages. Claire. 131-167 Kouzes. KS. Judy MS. Robert R. CLS. (1982). Pasmore (eds.” Inc. Prentice-Hall. (1996). The Leadership Challenge.S. Taking Aim On Leadership. Woodman and W. Empowerment Takes More Than A Minute. Diane (1995). The Memory Jogger II: A Pocket Guide of Tools for Continuous Improvement & Effective Planning.). http://www. (2001). Management: The New Competitive Landscape (6th ed). C.R. MJF Books Blanchard.).edu/communities/tools/decisions/. Thomson Learning Dessler. Upper Saddle River. National Press Publications. (2001) Organization Development and Change (7 Edition). S. Lien. Inc.com/crosstrain. B. “Cross Training as a Motivational Tool”. Englewood Cliffs. Iowa State University Extension Services (2000).com/~donclark/leader/leadcon.” MLO pp 46-48 (February 2000) st nd th ed. J. Carlos.html Cummings. (December 1998) Gordon. Inc. T.. A model of work team empowerment.extension. CHIC Hospitality/http://www. (2004). (1999). Clark. Michael and Ritter.. p121(1). K. 2001 Kirkman. Prentice-Hall.L. K. Houston: Gulf Publishing Co Brassard. New York. Stogdill's Handbook of Leadership: A Survey of Theory and Research. G. SouthWestern College Publishing.

Nathan W.. HRD Press. Organizational Behavior: Emerging realities for the workplace revolution (2nd Edition).A. T. Get with the new power game.L. 1999) Schermerhorn. (2003) Organizational Behavior (8th ed. The Manager’s Pocket Guide to Leadership Skills (1999). (1996). Amherst. Judson Press 39 .N.) Hoboken.” BusinessWorld (Phillippines) pBSWD8709394 (December 15. (2003). 1997): 58-62 Turner. & Von Glinow. Jane. Peter B. McGraw-Hill Irwin Reylito A. MA Stewart.. M.H. & Flaherty. Hunt. J. S.R. NJ: Wiley Stark..A. R. Osborn. Elbo. J. “In the Workplace: Cross-training of reluctant workers.. Leading Small Groups.G. Fortune (January 13.Bibliography McShane..