5-Minute MCH: Module 9.1

5-Minute MCH: Module 9.1

Developing Others through Teaching, Coaching and Mentoring

Module 9.1: 5-Minute Introduction

In this module we provide some background on the competency as well as context and information about our learning activities via a video podcast (see below). We also provide a context for you to Learn more about the competency and to start a conversation, so please Comment on what you have learned and Interact with others who have commented as well.

Download a PDF of the Presentation Slides.

LEARN

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 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 sources.

Skills

Foundational. At a 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.

Advanced. Building on the foundational skills, MCH leaders will:

  1. Incorporate evidence-based pedagogy (e.g., universal design learning).
  2. Consistently draw learners into active learning roles.
  3. Effectively facilitate learning in groups with individuals of varying baseline knowledge, skills, and experiences.
  4. Expand beyond task- or project-focused coaching to career- and professional
    advancement-focused coaching and mentoring.
  5. Facilitate opportunities for learners to serve as teachers, coaches, or mentors.

COMMENT

Comment on the Presentation...

You can share your perspective on this competency with others in the field by entering your comments here. Tell us how you have personally applied this competency in your daily work, ask questions about the competency, or suggest additional trainings that can be used by others to support learning in this competency.

Click for Discussion Form

If you can't see/access the form above, please email your comments to mchnavigator@ncemch.org.

INTERACT

See What Others are Saying...

  • "I'm glad to see the emphasis on teaching, since one of the issues I've long struggled with as a teacher in MCH is that we never actually teach our students HOW TO TEACH, so they often enter the field with little or no knowledge or experience in this area. Hopefully, this will fill some gaps."
  • "I've had a number of good mentors over the years, and they are worth more than anything I learned before I started working. Being a good mentor is something that I hope to learn how so I can continue the tradition."
This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UE8MC25742; MCH Navigator for $180,000/year. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.