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Mentoring Versus Coaching
Transcript of Mentoring Versus Coaching
points of intersection DIRECTIVENESS: Often directive, advisory tone. Mentoring RELATIONSHIP: Focuses on an ongoing, healthy strongly established relationship that can last for a LONG period of time. It is more long-term and more important.
PROCEDURE: Can be more informal and meetings can take place as and when the mentee needs some advice, guidance or support.
APPROACH: Takes a BROADER view of the individual/person (personal development) in order
to help him/her cope with and grow in the job (career profesional/ development.), within a context of objectives (Lewis, 1996); (Truelove, 1992).
POSITION AND EXPERTISE: The mentor is usually more experienced and qualified than the ‘mentee’. Often a respected and competent individual or a senior person in the organisation, other than the direct boss, who can pass on knowledge, experience and open doors to otherwise out-of-reach opportunities
AGENTA: is set by the mentee, with the mentor providing support and guidance to prepare them for future roles. (Ditts., 2011) RELATIONSHIP: It has a set duration (time-bounded). It is more SHORT-term hence strong relationship may or may not occur.
PROCEDURE: Generally more structured in nature and meetings are scheduled on a regular systematic basis
APPROACH: Focused on SPECIFIC development areas/issues/skills of the person or problematic situations AT WORK. + Congitive-Behavioural and Solution-focused approaches.
POSITION AND EXPERTISE: Coaching is generally NOT performed on the basis that the coach needs to have direct experience of their client’s formal occupational role, (unless the coaching is content-specific and skills-focused e.g. instructional coaching = teacher leaders serve as coaches). Can be both an internal or external employ.
AGENTA: is focused on achieving SPECIFIC, immediate GOALS (Ditts, 2011) DIRECTIVENESS: Often Indirective, facilitates self-reflction through questioning. Contrasts Contrasts -Both make use of "effective questioning that brings insight, which fuels curiosity, which cultivates wisdom" (Bell 1996: 68). Asking questions, rather than telling or ordering is the fundamental component which brings the processes of mentoring and coaching together. COMMUNICATION SKILLS COMMUNICATION SKILLS -Both excellent listeners and communicators BOTH PROVIDE FEEDBACK
DEVELOPMENT/GROWTH Main references:
Boyce,A.L., Jackson,J.R and Neal,J.L, 2010, Building successful leadership coaching relationships: Examining impact of matching criteria in a leadership coaching program. Journal of Management Development, 29(10):914-931.
Hobson, A., 2003, Mentoring and Coaching for New Leaders: A review of the literature, National College for School Leadership.
Lewis, G.,1996, The Mentoring Manager. London: The Institute of Management.
Truelove, S., 1992, Handbook of Training and Development., Oxford: Blackwell Business. One to one relationships
Trust, rapport, confidence. Both might be internal employees ENVIROMENT -Commonly 'at work'
e.g. educational (colleges, schools, universities), army, sports, business, commercial etc. ENVIROMENT THEORIES: Self - leadership and transformational leadership coaching’ is used to refer to forms
of assistance relating more specifically to an individual’s job-specific
tasks, skills or capabilities, such as feedback on performance. coaching can be a vehicle to help teachers identify
where they are and enabling them to get to where they want to be (Costa and Garmston, 1994
and Quinn et al., 2006 cited in Blackman, 2009). may be an effective methodology for
- developing leadership
- enhancing well-being of workplace
- facilitating goal attainment within
- management skills and styles
- positively influence self-confidence,
between collegues Nevertheless, even if the relation in mentoring is thought to be a more set thing, a good relationship is also important in coaching The coach needs to trust and have faith in the potentials of his/her coachee. So, caoching will be more effective if there is a good match or fit betwen the coach and tthe coachee.
(Hall et al., 1999, cited in Boyce, Jackson and Neal, 2010) "Coaching often slides into mentoring"
(Clutterbuck in Hobson, 2003) There is no set definition for mentoring and coaching, instead coaching
and mentoring exist as ends of a spectrum of different interventions. For example, a spectrum, for mentoring and coaching, is one we can write 'directive approaches' on one side, and on the other side, 'indirective approaches'.
Often, mentoring is percieved as more directive than coaching and therefore one would match mentoring to directiveness (on the one side) and coaching, on the other side of the spectrum, to non-directiveness.
Apart from directiveness, what about the other features of mentoring and coaching? At which side of the spectrum practitioners often see that they fall? Now, let's have a look at the features one by one...
Notice the contrasts (differences) and the intersections (where mentoring and coaching meet) in the middle of the spectrum.... :-)