Leadership Management: Coaching and Mentoring Report Analysis

This report delves into the crucial aspects of coaching and mentoring within the context of leadership management. It highlights the importance of positive listening skills, goal setting, and the role of time management in the training process. The report emphasizes the significance of a mentor's ability to provide constructive feedback and foster a strong relationship with the mentee. Additionally, it discusses the role of the mentee, including their responsibility for absorbing knowledge and contributing to team culture. The report references key literature, including works by Garvey et al. (2017) and Lancer et al. (2016), to support its findings. The report also explores the development of mentoring characteristics, the importance of training outcome evaluation, and the relevance of training in various contexts, such as second language listening comprehension and opioid overdose prevention.

Running head: MANAGEMENT
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Name of the student
Name of the university
Author note

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6.2 Coaching and mentoring
In order to improve the coaching and mentoring skill, it is very important for the
participant to adopt the positive listening skills. Specifying the organizational goal through the
training process, is very important in case of ensuring the participation of individuals in the
action oriented activities (Lancer, Clutterbuck & Megginson, 2016). By continuing this, it can
also be said that the mentor should have the ability for introducing the realistic goals in case of
reducing the difficulty. Time management is being considered as another important skill for
ensuring the standard in the training and development process. In case of mentoring ability for
acknowledging the conflict interest of the participants is important for providing fresh
perspective so that the positive growth can be ensured.
Mentoring characteristics are intrinsic or not is a debatable topic. It is true that behavioral
characteristics of individuals are important in case of developing the leadership qualities. It is
also true that with the proper learning process, mentoring characteristics can be developed. Most
of the psychologist have argued that through the experience and learning process, human can
adopt any kind of skills (Garvey et al., 2017). As per the behavioral theory, it can be said that
mentoring characteristics can be learned through the observation, learning and teaching process.
Coaching and mentoring are being considered as the lifetime activities.
The mentee performs the several job roles. By absorbing the mentor’s knowledge, the mentee
aims to gather the knowledge. Analyzing the responsibilities of mentee it can be said that
gathering the advice, knowledge and resources shared by the mentor, a mentee tries to achieve
the formal goal of the specific mentoring leadership. By developing the interactive connection
with the mentee aims to develop the strong relationship with the mentors during the training
process (Garvey et al., 2017). The Idea mentee should be the risk taker and should have interest

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to perform in a team. In this training process, the mentee will play an important role for
developing the team culture.

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References and bibliography
Garvey, R., Garvey, B., Stokes, P., & Megginson, D. (2017). Coaching and mentoring: Theory
and practice. Sage
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation.
Association for Talent Development.
Lancer, N., Clutterbuck, D., & Megginson, D. (2016). Techniques for coaching and mentoring.
Routledge.
Moldovan, L. (2016). Training outcome evaluation model. Procedia Technology, 22, 1184-1190.
Ashrafioun, L., Gamble, S., Herrmann, M., & Baciewicz, G. (2016). Evaluation of knowledge
and confidence following opioid overdose prevention training: a comparison of types of
training participants and naloxone administration methods. Substance abuse, 37(1), 76-
81.
Roussel, S., Gruson, B., & Galan, J. P. (2019). What Types of Training Improve Learners’
Performances in Second Language Listening Comprehension?. International Journal of
listening, 33(1), 39-52.