Exploring Coaching and Mentoring: Strategies and Effectiveness

This essay provides a detailed analysis of coaching and mentoring, highlighting the differences between the two approaches and their respective roles in fostering student development. It explores the responsibilities of coaches and mentors, including psychological and career-related factors, and reflects on the effectiveness of mentoring experiences in Post 16 Education. The essay further discusses key strategies and resources used in coaching, such as understanding the student, fostering transparency, and building a resource report with employee-coaching tools, emphasizing the importance of effective management and leadership skills within an organization. Desklib offers a wealth of resources, including past papers and solved assignments, to support students in their academic endeavors.

Running head: COACHING
Coaching
Name of the student
Name of the university
Author note

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Task 1
Introduction:
The difference between coaching and mentoring creates a great amount of confusion
in the field of education. The companies because of this gets confused between their job of
coaching and mentoring. The companies fail to understand their actual purpose and this is the
reason they serve different paths of teaching and development. The coaches and the mentors
are usually blamed by the students because of this. They fail to understand that the
educational institutes itself has created a system that is wrong and undesirable. The
educational establishments itself fail to understand the stark differences between coaching
and mentoring which cause harm to the receiver of the institutions.
What is coaching?
It has been demonstrated by Hawkins (2006), that there are various definitions
coaching that has been put forward by the leading specialists in that field. He described the
term coaching as:
1.it is an organised process and a collaborative process in which the coach aims at facilitating
the improvement of the performance of the work. The coach aims at self-directed learning
and they concentrate on the personal growth of the student. They concentrate on the
structured and result-oriented process. It is a cooperative approach (Grant 2000).
2.Coaching is the process that unlocks the potential of the student. Coaching helps the
students to learn and not just teaching them. It is assumed that the learners already have some
knowledge and therefor the coach can help them to learn and not teaching them (Whitmore
1996).

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3.Coaching enables the learner to learn and helps them to develop their skill. The stress is laid
on the improvement of the performance.
What is mentoring?
According to Rogers (2004), mentoring is the process of guiding someone. A mentor
is a partner in the similar organization who is not in a line management relationship with the
mentee. The mentor is sometimes known as the person who guides the career. He is known as
the support in the organization who can act as a guarantor or benefactor. In this field there is
a belief that the experiences and the older mentor is considered to be cleverer in the practice
of mentoring. They will be able to pass on their advice and they can therefore act as a
supporter. The mentors usually are seen to give the political advice. They have the power to
open the doors and offer good opportunities, for example, introductions to the stakeholders
that develops the opportunities of the career of a mentee. The mentors are considered to be
the role models and the guide. Rivera (2014), argues that the job of the mentors is to help the
mentee to realise the special quality that the mentee has.
Differences between coaching and mentoring
Hawkins (2006), comments that there is a huge difference between coaching and
mentoring. He identifies two basic points related to this. The first point of difference between
the two is that both the processes have a chance of exploring the same area but they have a
different edge of orientation. Coaching is related to the present issues relate to work. While
considering this the coach have to reconnoitre some basic information related to the
behaviour of the learner. This might include the pattern of behaviour of the learner that have
to bear on the present challenges. It is a matter of fact that the coach needs to examine
whether the learner is able to handle the hard situations inside the workplace. The other point
of difference is presented by Hall and Duval (2005). Hawkins argue that the usually it is

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assumed in the process of coaching that the coaches work with healthy people who are ready
to take up challenges and who are ready to ready to accept the criticisms. His point of
argument consists of the fact that the therapists work with the people who belong to a place
of crisis therefore any kind of change is hard for them to manage. It is rather painful for them
to adopt the change. It is made clear by, Roger (2004), that in case someone have a tenacious
issue of self-esteem, if he is suffering from anxiety and depression. If he is further
experiences the grief that remains unresolved and a dysfunctional behaviour in such case the
person does not require coaching but he requires counselling.
Coaching Mentoring
The process of coaching objects to develop
the potential of the learner. The coach
concentrates on the development and the
ways that can enhance the performance of
the learner. The aim of the coach is to
improve the specific current issues that are
work related. This can include the change
that might occur in the career.
In this the focus of the mentor is on the
development of the mentee in the
professional field. This might include
managing the transitions that might occur in
the developmental stages of the career. It
includes a wider view of the person. The
mentor have the power to open the doors for
new opportunities and scopes.
The coach and the client are considered to
work in partnership and they are colleagues.
It is important to note that it is not important
for the coach to have a direct experience of
the role of their clients.
In this it is important for a mentor to have
enough experience. He is supposed to have
more experience than the learner itself.
They are supposed to share the same with
the person who is not experienced.
Coaching is a non-directive process.
However it is not considered to be
necessary.
Mentoring is considered to be a directive
method that includes the sharing of the
experiences and the mentors offers advice to

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the learner.
Coaching does not address the issues that
are related to the psychological imbalance.
There are many psychological problems that
are faced by many individuals but they are
dealt by counsellors and not the coaches.
It is same even in the case of the mentors.
The ratio of the speaking of the coach is
approximately 20:80.
On the other hand the ratio of speaking of
the mentor or the mentee is approximately
40:60.
What are the responsibilities of a coach or mentor?
The roles of mentoring falls under two categories, one is the psychological factors and
the other is the career related factors. The psychological roles are related to the personal
aspects while the career aspect deals with all the career related concepts. It is related to the
advancement made in the career goals. It stimulates the function that stimulate the career
advancement for the mentee (Kram 1985). There are some examples of the same:
 This includes the communication of the formal as well as the informal realities that
are related to the development in any institution.
 It includes a clear meaning of different paths of career like the medical paths, research
path, administrative path or the educational paths.
 This includes the recommendation of the advanced plans for an appropriate direction
of career.
 This includes reconsidering the developmental plans of the mentees and a regular
check of the same is kept.

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 The mentor assists the mentee to identify the obstacles that are often found in the path
of success. The mentees are taught to tackle those obstacles and take effective actions
to eradicate those.
 It includes the intervention on behalf of the mentee and it further includes the
representation of their concerns to the higher authorities in case of special issues.
 The mentor helps the mentee to clarify the long-term as well as the short-term goals
that can lead them towards the path of development.
 The mentor encourages the independent behaviour of the mentee but at the same time
prepares the mentee to work without the mentor.
Reflection on the effectiveness of my role as a coach or a mentor:
I had a great experience as a mentor in Post 16 Education. It was a rewarding
experience for me. It was a two way learning process where I not only had to teach my
mentees but I received valuable inputs from them as well (Brockbank 2006). This developed
the sense of confidence in them. It helped them to identify their skills and personal ability and
therefore they were able to develop them easily (Wisker et al. 2008). It was observed by
Furlongs Maynard (1995), that mentoring is a resource of approval to another individual so
that they can achieve something adeptly. It was stated by Egan (1990), that if the mentoring is
not effective, the visible communication, paying keen attention and making the issues simple
are not done properly. It is asserted by Boreen et al (2000), that a mentor should be able to
design the learning method at a personal level. It is important for the mentors to understand
the mentality of the mentees so that he might be able to improve the gaps that lies in the
mentees. It is required for the mentors to confidentially assign concerns and practices.
From my perceptive I believe that it is important to select the correct mentor so that
there can be good working relationship that would help a mentor to connect with the mentee
and vice-versa.

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It is necessary for the mentors to deal the mentees sensitively. This is the reason they
need to be mentally sound so that they can devote time and effort to constructively assist
another individual (Shea 1995).
The concept of mentorship can be related to the concept of mentoring, networking and
training Boreen, Niday and Johnson (2003).
Task 2:
Three strategies and resources used in helping the student and state coaching:
It is a matter of fact that a team that is effectively managed is like a complete machine
that is well-oiled. In cases where the employees are on the same page and they are equipped
to meet their goals and targets, a company pays the attention to improve the chances of
constructing the customer-loyalty, this might include the out-shining the competition and
increasing the bottom line. When a company have the employees who lack skills of
leadership they can be compared to the cars with misfiring gaskets. Lack of leadership
increases the failure of achieving objectives of any kind inside the organization.
Building a report of resources with the 10 employee-coaching tools will help an
individual to be the most effective manager.
1. Know your student
A good mechanic always knows the positive as well as the negative sides of his engine. In
the same way a good manager must know each every aspect of the members of his team. The
mangers must make concrete efforts to know the members of his team. He should be aware of
the strengths and the weaknesses of the team members. It is important to take not of the facts
that motivates the members and what the challenges that they have to face. This can be done
with the formal personality test. Each of the team members are expected to make a self-

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evaluation of the test. They are supposed to use their results in order to ensure whether each
employee is used in the most effective way or not.
2.foster transparency:
Transparency in the team helps the employees to build trust and efficiency in the
team. It helps the employees to build a healthy relationship inside the organization. The
culture of communication inside the company is made better if a transparency is maintained.
The transparency with the mentee can be asked by asking the following questions:
 How open am I to others and how do I allow others to know me?
 Did I clearly mentioned my team about my values and motivations?
 Am I clear and consistent in the way I make my choices and decisions?
 Do I ever infirm my mentee when I commit some mistake or when I discover my
faults in my own knowledge base?
3.collaborations is key
The humans are generally competitive by their nature. There is competition in all the
fields and the human’s needs to go through all kinds of competition in order to sustain in the
world. The competition is in the field of education, sports, and events and in other fields of
career goals. The second nature of this is competing within the office setting. A culture will
be able to foster within the team inside the workplace by encouraging collaboration and
recognizing the achievements of the group rather than individual accomplishments.
4.create clear objectives and goals:
It is impossible to clearly define the objectives and goals virtually without a strategic
planning. Once a team is gathered an individual is required to start with the goals of big-
picture. The members should be encouraged to think big and they should be taught to keep

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big goals. This is the best time to shift the attention from the dedication of the team to
individual strength. This is the time when the commitment from the team can be expected.
After the larger goals are identified a time line should be developed for the same that might
include milestones and benchmarks that helps in measuring the progress of the team.
Why those strategies were used?
In the field of education that is in the case of school teaching those strategies are used
to raise the quality of the teaching and learning process and enrich the culture that include:
 Teaching in itself is public and it focuses on the study of the professionals.
 It includes the thorough planning for instructions and it digs deeply into the content.
 It includes the plan of improving the students.
It basically involves two people, the teacher of a classroom and the coach. The work of the
coach is to work one-on-one with teachers in their classrooms, providing guidance and
training.
They work together in order to focus on the practical strategies in order to encourage
the students to improve their learning. There are three agencies under it:
1. Schools welfare team
2. Head teacher’
3. Health and safety executives
The reasons for working with these agencies:
 To identify the barriers or limitations
 To identify the need of referral
 To provide specific support that is available for the accuracy of language and literacy.
 To provide the opportunity for the development of the numeracy skills.

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 To develop an action plan based on the strengths and the needs of the learners.
 To facilitate actions to specialist support services for children and for young people
that face barriers to learning.
Task 3:
Reflection on my coaching or mentoring role:
Identification of my own strengths and the areas that I feel needs improvement to help myself
in a future one-to-one role with
 The basic mentoring skill is the active learning. The mentor should listen to the
mentees.
 The encouraging responses should be made in order to make it appear genuine.
 I generally use the techniques like looking directly into the eyes of the mentees,
nodding my head, frowning or even smiling.
 I don’t interrupt my mentees while they are talking.
 I always show interest in the things they say.
 I summarize the issues faced by the mentees.
 I try to find immediate solutions to the problems.
 I first listen carefully and then I react. I try to make the mentees to be a good listener
and then solve the problems accordingly.
Area where I require help:
Building trust
Trust forms the base of all relations. It is same even in the case of a mentor and a
mentee. I should be such that my mentees might be able to trust me. In order to become
trustable, I must:

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 Keep confidences that are shared by the mentors as well as the mentees.
 The mentees and the mentor should spend appropriate time together.
 I should follow the promises made by me.
 I should respect the boundaries that is created between a mentor and a mentee.
 I should correct my errors.
 I should be kind enough to state the reasons of being wrong to the mentees.
Five (5) point action plan to help improve my own skills in relation to one-
to-one teaching and learning situations (mentoring, coaching, and
tutoring).
 I should build a positive attitude towards my mentee.
 I should choose the relationship with the mentee carefully.
 A mentoring contract should be designed and it should be maintained.
 The relationship of mentor and mentee should be maintained.
 One should be a good listener than a good speaker.