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MCH Leadership Competencies

Competency 9: Developing Others through Teaching, Coaching, and Mentoring

DEFINITION

Teaching, coaching, and mentoring are three primary strategies used to develop others.

Teaching involves designing the learning environment, which includes developing learning objectives and curricula; providing resources and training opportunities; modeling the process of effective learning; and evaluating whether learning occurred.

Coaching provides the guidance and structure needed for people to capably examine their assumptions, set realistic goals, take appropriate actions, and reflect on their actions (and the resulting outcomes or implications).

Mentoring is influencing the career development and professional growth of another by acting as an advocate, teacher, guide, role model, benevolent authority, door opener, resource, cheerful critic, or career enthusiast.

KNOWLEDGE AREAS

MCH leaders will demonstrate a working knowledge of:

  • A variety of teaching strategies and tools appropriate to the goals, context, and needs of the learner.
  • Coaching as a professional relationship that offers tools for dealing with and leading change, working with others, and managing conflict.
  • Mentoring as a personal, career-facilitating relationship involving private and confidential interactions to promote the mentees’ professional growth, enhance their skill sets, and increase their knowledge of relevant resources.

SKILLS

Foundational. At the foundational level, MCH leaders will:

  1. Use instructional technology tools that facilitate broad participation.
  2. Give and receive constructive feedback about behaviors and performance.
  3. Cultivate active listening skills (e.g., attending, clarifying, and confirming).
  4. Identify appropriate mentor-mentee relationships taking into consideration both individuals’ backgrounds, disciplines and other relevant factors.
  5. Clearly set boundaries and define expectations focused on specific tasks and projects in a mentoring or coaching relationship.
  6. Develop a rapport so that the mentoring/coaching relationship facilitates the exploration of new and innovative ideas as well as an exchange of honest, constructive feedback and encouragement.
  7. Advanced. Building on the foundational skills, MCH leaders will:
  8. Incorporate evidence-based pedagogy (e.g., universal design learning).
  9. Consistently draw learners into active learning roles.
  10. Effectively facilitate learning in groups with individuals of varying baseline knowledge,
    skills, and experiences.
  11. Expand beyond task- or project-focused coaching to career- and professional advancement-focused coaching and mentoring.
  12. Facilitate opportunities for learners to serve as teachers, coaches, or mentors.

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