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TCGTMAC - Table of Contents
When you purchase TCGTMAC your materials come in four volumes.
Each volume's contents (apart from the Index) are detailed below.Click on any section below to see more...
Start Here!
- your guide to using
the materials
The Complete Guide to Mentoring and Coaching
- the Guide itself,
The TCGTMAC Design Manual
- your integrated 'design notebook' which will build up the profile of
your mentoring or coaching program as you work through TCGTMAC,
and
The Index
- a complete listing of all the main concepts and ideas explored in TCGTMAC.Start Here!
| Welcome | |
| What's Included in TCGTMAC | 01 |
| How TCGTMAC Is Structured | 02 |
| How the TCGTMAC Materials Interact | 09 |
| Using TCGTMAC | 11 |
| And Finally... | 13 |
| Exercise 0 - Preparing The Ground | |
| Appendix - Navigating & Printing the Download Version of TCGTMAC | 21 |
The Complete Guide To Mentoring and Coaching
Contents (click on any section to see more):Section 1: An overview of mentoring and coaching
Section 2: Setting Objectives
Section 3: Identifying protégés
Section 4: Identifying mentors
Section 5: Rules of engagement
Section 6: Reviewing and assessing the mentoring program
Section 1: An Overview of Mentoring and Coaching
Before starting to design an effective mentoring program, it's important to have an overview of the whole process.| Overview | 03 |
| What is mentoring? | 04 |
| Exercise 1 -- Exploring pre-conceptions | 08 |
| Let's start with the person being mentored | 11 |
| Exercise 2 -- An initial look at protégés | 14 |
| What is a mentor? | 19 |
| What is the difference between mentoring and managing? | 22 |
| Exercise 3 -- An initial look at mentors | 24 |
| How does a mentor differ from a coach? | 29 |
| Checklist A -- Mentoring or coaching? | 31 |
| Exercise 4 -- Mentoring or coaching? | 35 |
| Checklist B -- Separating mentoring and managing. | 40 |
| What is a 'Buddy program'? | 42 |
| Checklist C -- Do you need a buddy program? | 44 |
| What is the role of a Program Co-ordinator? | 46 |
| What is a steering committee, and should you have one? | 47 |
| Checklist D -- Do you need a steering committee? | 51 |
| Other stakeholders | 53 |
| Exercise 5 -- Identifying stakeholders. | 54 |
Section 2: Setting Objectives
Successful mentoring programs are those that have clear, measurable objectives. Setting the objectives of your mentoring program will help you design the right structure, involve the right people, and measure the right outputs.| Overview | 04 |
| The mentoring model -- reprise | 05 |
| Why does your organization want a mentoring program? | 06 |
| Exercise 6 -- What are the issues you face? | 07 |
| Primary Functions introduced | 11 |
| Exercise 7 -- Identifying your program's Primary Function | 14 |
| Using Primary Functions to design your mentoring program | 18 |
| Recruitment | 20 |
| Exercise 8 -- Setting objectives for a recruitment-based program | 21 |
| Retention | 26 |
| Exercise 9 -- Setting objectives for a retention-based program | 29 |
| Learning curve | 32 |
| Exercise 10 -- Setting objectives for a learning curve-based program | 33 |
| Dealing with major organizational change | 36 |
| Exercise 11 -- Setting objectives for a change-based program | 38 |
| Bridging competency gaps | 41 |
| Exercise 12 -- Setting objectives for a competency-based program | 42 |
| Converting training to results | 45 |
| Exercise 13 -- Setting objectives for a training-to-results program | 47 |
| To encourage personal individual growth | 50 |
| Exercise 14 -- Setting objectives for an individual growth-based program | 51 |
| To facilitate internal hiring and transfers | 54 |
| Exercise 15 -- Setting objectives for an internal hiring-based program | 55 |
| To accelerate the development of high performers | 58 |
| Exercise 16 -- Setting objectives for a high performer-based program | 60 |
| To increase the representation of minority interests | 63 |
| Exercise 17 -- Setting objectives for a diversity-based program | 64 |
| To help low performers improve | 67 |
| Exercise 18 -- Setting objectives for a low-performer-based program | 68 |
| The development of management | 71 |
| Exercise 19 -- Setting objectives for a management development-based program | 72 |
| To provide succession and for the development of emerging leaders | 75 |
| Exercise 20 -- Setting objectives for a succession-based program | 76 |
| For new hires | 79 |
| Exercise 21 -- Setting objectives for a new hire-based program | 80 |
| To help re-vitalize mid-career executives | 83 |
| Exercise 22 -- Setting objectives for a mid-career-based program | 84 |
| To assist employees obtain formal qualifications | 87 |
| Exercise 23 -- Setting objectives for a qualifications-based program | 88 |
| Your customized primary function | 91 |
| Exercise 24 -- Setting objectives for a customized program | 92 |
| Summarizing your mentoring program's primary functions | 95 |
| Checklist E: -- One program or many? | 97 |
Section 3: Identifying Protégés
At the heart of your mentoring program is a relationship between two people. Identifying the right individuals is crucial to a mentoring program's success. This Section begins the process by looking at how to select the first participant -- the protégé.| Overview | 03 |
| The mentoring model -- reprise | 04 |
| Introduction | 05 |
| Identifying protégés | 06 |
| Step 1 - Establish protégé selection criteria | 07 |
| Exercise 25 -- Establishing protégé selection criteria | 13 |
| Step 2 -- Decide if your program should be exclusive or inclusive | 28 |
| Checklist F -- An inclusive or exclusive mentoring program? | 29 |
| Step 3 -- Decide if your program should be mandatory or optional | 38 |
| Checklist G -- Protégé participation mandatory or optional? | 39 |
| Exercise 26 -- Finalizing the protégé selection process | 40 |