MBA505: Review of Coaching, Mentoring Skills and Experiences

This assignment is a reflective essay analyzing the student's experiences and learning in the context of coaching and mentoring within a business psychology course (MBA505). The essay is structured around three key roles: coach, trainee, and observer. As a coach, the student reflects on the importance of encouraging new modes of thinking, providing constructive feedback, and utilizing the GROW model. As a trainee, the student discusses the responsibilities, expectations, and learning experiences associated with the role, emphasizing the importance of performing tasks, learning from supervisors, and contributing to team dynamics. As an observer, the student reflects on the skills required to plan, research, and implement new protocols, highlighting the use of radial diagrams and the assessment of strengths, weaknesses, opportunities, and threats (SWOT). The essay integrates these experiences to develop a deeper understanding of effective coaching and mentoring practices, emphasizing the application of these skills in a professional environment. The student also references several academic sources to support their insights.

Running head: BUSINESS PSYCHOLOGY, COACHING AND MENTORING
BUSINESS PSYCHOLOGY, COACHING, AND MENTORING

BUSINESS PSYCHOLOGY, COACHING AND MENTORING 2
Day 1- As a coach
As a coach, I have increased my experience that the coach should encourage the new mode
for thinking as well as, assessing the different possibilities. I have also observed that the
coach provides feedback that is obstructive. There is a need to ask the feasible questions and
really listen to the responses of coachee at the workplace. As a coach, I have increased my
understanding that the coach should participate in the procedure and offers the ideas as well
as, look towards goals for achievement. A coach should decide the actions that should be
considered for attaining the goals (MacLennan, 2017). I have also increased my
understanding that the coach should offer regular reports as well as, feedback during the
procedure.
During performing my role as a coach, I have increased my experience related to the GROW
model. It can be easily understood and simple for executing in the workplace. This model
considers the goals, reality, obstacles, as well as, way forward. It was taught to me that the
goal is an endpoint and, in this phase, coachee desires to achieve it. I have also developed my
learning that goals should be SMART hence coach can comprehend it for attaining the
desired goals. It was identified that reality is essential current concerns and it is a challenge
prior to assessing how far a coachee is from specified goals (Bradford, Rutherford, and
Friend, 2017). This experience will be implied by me in order to become a sound coach. I
have also learned that obstacles could stop the coach from attaining the goals that can be
identified hence a coach can focus on several choices and strategies in order to face the
obstacles. Along with this, I have pointed out that the way forward focuses on detaining the
necessary phases in order to achieve the goal.
As a coach, I have enhanced my learning that the coach should emphasize on goal and
actively listen about what is being illustrated by the coachee and using several kinds of
question types to obtain ideas from coachee and be non-judgment in feedback that I would

BUSINESS PSYCHOLOGY, COACHING AND MENTORING 3
provide to coachee as a coach. My capabilities have a need to create higher conscious efforts
for controlling the primary instincts when problem is created. I will like to implement this
learning in the future in order to become an effective coach.
As a coach, my role is to engage in active listening as well as, non-judgemental stances. I
have also learned that coaching indicates the working for controlling the natural instincts
while conditions and discussions are not performing as planned. In spite of trying to solve the
concern by controlling it, the coach should stay in the role of facilitator (Vikaraman, Mansor,
and Hamzah, 2017). This learning experience would be applied by me in the future to achieve
the goal at the workplace.
As a coach, I have increased my knowledge that a coach can resist to lead, resolve as well as,
judging the situation. As a coach, it was perceived by me that I can be catalyst to change in a
non-judgemental way by emphasizing the role of facilitator, listener, and questionnaire. This
learning will be implemented by me in the future to be placed on my desire position.
Day 2- As a trainee
When I was working as a trainee, I have increased my understanding regarding the roles and
responsibilities of the trainee. I have improved my learning that a trainee is a person who
works under professionals and experts like an apprentice and interns. It was taught to me that
the responsibility of trainees could vary to position and career in training. I have learned that
trainees could perform under the supervision of a person who is distributed to perform at the
workplace. It was identified that performance is assessed and managed by supervisors who
provide mentoring during training (Tsui, et. al., 2017). It was pointed out that the job
responsibility of trainees is to perform a task that is provided by a trainer during training.
This learning experience would be implied by me in the future for attaining my desired goals.
I have also increased my knowledge that trainees can focus on suitable top authority for
assisting in completing the formative and summative evaluations, learning and teaching tools,

BUSINESS PSYCHOLOGY, COACHING AND MENTORING 4
application form, as well as, documentation by significant deadlines. It maintains an
appropriate training position, investigating, and addressing the new learning resources as
essential (Lyons and Pastore, 2016). It is also identified that providing new supervisors about
copies of past supervisor’s reports and other data is the significance of development in
commencement associated with each rotation (Fehring and Rodrigues, 2017). This experience
would be implied by me in order to become a sound trainee.
I have increased my understanding that the accountability of trainees is revolving around
demonstrating and learning about ways for performing works. As a trainee, I could perform
such accountabilities in fields like conducting financial analysis, sales, solving IT issues, and
serving clients. All these accountabilities are depending on training (McGee, 2016). I have
also developed my understanding that the responsibility of trainees is to improve the
experiences about all concepts of their selected careers. These persons can learn about all
essential competencies for their possible responsibility in order to perform real work
activities. I have also improved my understanding that trainees could support in inducing new
team members at the workplace and illustrating the issues of representatives in different
departments.
As a trainee, I have performed the responsibilities and supports the trainer with respect to
implementing it. I have also developed my understanding that the key activity of trainee is
related to comprehending the staff functions as well as, operation of offices and departments
that a trainee is performing. I have enhanced my experience that trainee is expected for
visibly to understand the practices and policies of companies. It is addressed that trainee
plays a significant role in assisting and involving in creating the performance objectives and
target for companies (Garvey, et. al., 2017). I have also increased my knowledge of the job
responsibility of trainees considering the execution and perceiving of the performance of

BUSINESS PSYCHOLOGY, COACHING AND MENTORING 5
specified staff. This kind of leaning would be implemented by me in order to become a sound
trainee in upcoming times.
Day 3- As an observer
When I was working as an observer, I have enhanced my learning about different activities of
observer. As an observer, I could perform highly effective accountability within an
organization. It was taught to me that the observer is responsible to plan, research, and
implement new protocols and initiatives into companies. It can oversee the development of
new products (Wright, 2017). I have also enhanced my learning that when projects are in
planning stages, observers could observe the team members by using significant research
techniques, project objectives, variables, and other parameters of the test.
As an observer, I have developed my understanding of the radial diagram that is implemented
to make a relationship where each item is related to center items. It was pointed out that this
diagram can be significant as a modest organizational chart, which initiates from the centre as
compared to the top side (Koh, Ho, and Koh, 2017). I have also learned that this diagram is
effective in order to depict the items about key components. It is evaluated that a radial
diagram flows from inside and outside of the workplace.
It was pointed that observers could emphasize on mode to collect the data and offering the
recommendation about the project implementation. It was taught to me that the observer
could develop scheduling of research in order to monitor the activities of investigation teams.
This learning will be implemented by me in upcoming times in order to achieve the goal in
upcoming times.
I have enhanced my comprehension related to my strengths, weaknesses, opportunities, and
threats by taking feedback from my colleagues. After assessment, it is evaluated that I have
some strengths that aid me to act as a trainee, coach, and mentor. These strengths are time
management, leading, and coordination skills. These strengths have provided opportunities to

BUSINESS PSYCHOLOGY, COACHING AND MENTORING 6
achieve my goal in the future. But I have certain weaknesses that create obstacles for me to
perform my responsibility as a coach, trainee, and mentor. These are a lack of emotional
intelligence and a lack of interpersonal skills. These weaknesses could be threatened for me
to retain at my position in the longer term.
It was determined that the growth model could be implemented by the observer to perform in
a significant manner. I have enhanced my learning that the growth model is related to growth
systems and plans in the context of products and services. I have enhanced my understanding
that the growth model is associated with a spreadsheet that addresses new strategies in order
to launch the products and retains the users. It is identified that there are dynamics between
several channels that could directly impact on the decision making of observers at the
workplace (Megginson and Stokes, 2016).
I have enhanced my learning that growth model could aid me in estimating how much growth
is predicted in a particular duration according to data and my assumptions. As an observer, I
have used review techniques that are implemented for acquiring the information and
evaluating the distinct set of data. It can identify the data and initiate to write about reports
(Van Nieuwerburgh, 2018). This learning experience would be used in the future for growth.

BUSINESS PSYCHOLOGY, COACHING AND MENTORING 7
References
Bradford, S.K., Rutherford, B.N. and Friend, S.B., 2017. The impact of training, mentoring
and coaching on personal learning in the sales environment. International Journal of
Evidence-Based Coaching and Mentoring, 15(1), p.133.
Fehring, H. and Rodrigues, S. eds., 2017. Teaching, Coaching and Mentoring Adult
Learners. Routledge.
Garvey, R., Garvey, B., Stokes, P. and Megginson, D., 2017. Coaching and Mentoring:
Theory and practice. Sage.
Koh, K.T., Ho, X.Y. and Koh, Y., 2017. The developmental experiences of basketball mentor
coaches. International Journal of Sports Science & Coaching, 12(4), pp.520-531.
Lyons, V. and Pastore, D., 2016. Tools for a formal mentoring program: A guide every
mentee in coaching can use. Physical Educator, 73(1), p.1.
MacLennan, N., 2017. Coaching and mentoring. Routledge.
McGee, R., 2016. Biomedical workforce diversity: the context for mentoring to develop
talents and foster success within the ‘pipeline’. AIDS and Behavior, 20(2), pp.231-237.
Megginson, D. and Stokes, P., 2016. Development and supervision for mentors. The
situational mentor (pp. 114-126). Routledge.
Tsui, M.S., O’Donoghue, K., Boddy, J. and Pak, C.M., 2017. From supervision to
organizational learning: A typology to integrate supervision, mentorship, consultation and
coaching. British Journal of Social Work, 47(8), pp.2406-2420.
Van Nieuwerburgh, C., 2018. Coaching in education: Getting better results for students,
educators, and parents. Routledge.
Vikaraman, S.S., Mansor, A.N. and Hamzah, M.I.M., 2017. Mentoring and coaching
practices for beginner teachers—A need for mentor coaching skills training and principal’s
support. Creative Education, 8(1), pp.156-169.

BUSINESS PSYCHOLOGY, COACHING AND MENTORING 8
Wright, T. ed., 2017. How to be a brilliant mentor: developing outstanding teachers.
Routledge.