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Coaching & Mentoring in the Workplace: Level 1
 Course Objectives
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To provide organizational employees with information that will allow them to possess the skills and motivations to be a successful mentor or coach in their environments
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To provide those interested in mentoring and coaching with the knowledge necessary to be an effective mentor or coach
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To address the most commonly asked questions about mentoring and coaching
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Detail the pros and cons of the most commonly used mentoring/coaching paradigms, and provide recommendations on how to implement these strategies across different operational scenarios
 Course Outcomes
Upon successful completion of the course, you will:
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Possess the information necessary to discuss the advantages of mentoring and coaching in your organization
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Know the key steps in how to prepare to be an effective coach or mentor
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Have the basic knowledge necessary to successfully mentor or coach in your organization
 Course Outline
Unit 1
- Introduction to Mentoring/Coaching
- Coaching and Mentoring – Defined
- Why Mentor or Coach?
- What are the types of mentoring? (Career development and Skills development)
Unit 2
- Coaching versus Mentoring (What’s the Difference?)
- Role Model - Define
- Which one is right for you? (Assess yourself as a Mentor/Coach)
- What is Peer Mentoring
Unit 3
- The Effective Mentor or Coach (Leadership Tools & Techniques etc.)
- Setting Realistic Expectations
- Get Creative
- Communicate Effectively
Unit 4
- Issues in Mentoring and Coaching
- Teamwork (Group Dynamics)
- Diversity
- Increasing your Emotional IQ (Civility in the Workplace)
Coaching & Mentoring in the Workplace: Level 2
Course Objectives
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To provide individuals with a broad understanding of employee variables necessary to consider in the development of a workplace coaching or mentoring program
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To examine the stages of development, implementation, and promotion of coaching and mentoring programs in the workplace, in the content of best practices
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To explore the evaluation process in programs for coaching and mentoring in the workplace
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To allow individuals to evaluate unique workplace variables that may determine the need and appropriate application for implementation of innovative strategies in coaching and mentoring tactics
Course Outcomes
Upon successful completion of the course, you will:
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Recruit support for, implement, and promote your coaching or mentoring program in the workplace
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Critically evaluate your workplace coaching or mentoring program
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Properly implement strategies for coaching and mentoring programs in the face of unique employee and/or organizational variables
Course Outline
Unit 1
- Special Employee Considerations in Workplace Coaching and Mentoring Programs
- The Remote Worker
- The Part-time Worker/Just-in-Time Workforce
- Generational Differences
- The Power Differential
Unit 2
- Development of a Coaching/Mentoring Program at Your Workplace
- Setting Your Workplace Goals & Objectives
- Making Your Workplace A Learning and Growth Organization
- Buy-in & Rewards
- Promotion of Your C/M Programs
- Investment & Support
Unit 3
- Critical Evaluation of Your Workplace Coaching/Mentoring Program
- Checkpoints for Successful Coaching/Mentorship Programs
- Successful Workplace Models of Coaching/Mentoring
- Programmatic and Individual Evaluations in Coaching/Mentorship Programs
- When are you “Done”? The Feedback Loop
Unit 4
- Final Issues to Build On in Mentoring/Coaching in the Workplace
- Trust
- Group Dynamics
- Innovation
 About online learning
Online learning is a fun, enjoyable and very productive way to learn. Millions of people are learning online each year. You will engage with the instructor and other participants. You will get to know your instructor and other participants. You may make friends.
 How the Course Works
It is easy to participate in your online course. After you register, you will be given a web address to go to get into your online classroom. You will have a password and use your email address and password to gain access.
 Participate when you want
You can participate any time of day or evening. The online classroom is open 24 hours a day, 7 days a week. There are no live real-time requirements or meetings. You decide when you participate. For the best learning, participants should log into the course on 2-3 different days of the week.
 What you will do
- In the online classroom, listen to audio lectures, view slides, even take an optional quiz to test yourself.
- Then post comments in the online discussion with your fellow participants and the instructor. Your instructor logs on at least once a day to answer questions and join in on the discussion.
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Readings are assigned for each day from the textbooks provided at registration.
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Participate any time of day or night. The ideal is to go online 2-3 times a day since they are week-long courses, but you decide.
 Discussion
The Discussion for each Unit lasts one week. All comments are made in writing and can be made at any time of the day or night.
Your instructor will log into the Discussion area at least once a day and answer questions, make comments, and respond to comments by you and the other participants.
We encourage you to make 2-3 comments each week to maximize your learning and enjoyment of the course.
It’s easy. It’s fun.
 Technical Requirements
- Internet access with Internet Explorer; Firefox Mozilla; or Safari web browser.
- Audio software such as Windows Media, Real, or Flash.
- Speakers to listen to audio.
About the Instructors
Marie A. Johnson, COI teaches online at New Mexico State University-Carlsbad. She also taught at Alvin Community College and Brazosport Community College in Texas. Prior to teaching she was a licensed attorney in the state of Texas, with a practice in family law and mediation. She also participates as an art instructor for the Children’s Workshop at the Carlsbad Art Museum, and has been active in numerous volunteer and charity organizations.
Sherri Restauri Carson has worked full-time, part-time, and on a consultant basis for academic and professional organizations for the past decade, researching, evaluating, and presenting on topics of learning, individual and group interaction, and program evaluation. She has published a number of articles on her research in these areas, as well as on topics of distance learning and educational technology best use.
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