Cid1348 Mentoring And Coaching : Assessment Answer

Differences between coaching and mentoring

Coaching	Mentoring
Learning is basically focusing on the capabilities	Learning is focusing on attitudes
Focusing on the technical or professional aspects	Focusing on the personal and professional growth
Assists in effectively using the available competencies	Assists in realising an individual’s potentialities
There is the occurrence of more professional interaction	There is the occurrence of additional interaction with a moving element
A coach will be inspiring respect in respect of his/her professional efficiencies (Grant 2014)	A mentor is considered being a role model

Fair and equal access will be explaining about the employees within the organization, getting fair accessibility to all the training programmes that will assist them in improving their organizational effectiveness. The fair and equal access will assist the employees in developing the outcomes that might be including the improvements regarding knowledge, technical as well as behavioural aspects. In addition, the fair and equal access will also be assisting in the effective management of the career goals.

Coaching and Mentoring Benefits

Proficient coaching and mentoring will be having a positive organizational influence. They will be producing better relationships and teamwork amongst the employees at various stages. Staffs will be having a better satisfaction regarding job that will be improving the effectiveness as well as quality and there will be an overall better utilization of individuals, skills as well as resources and more flexibility as well as malleability for changing. Organizational coaching will also assist towards aligning individual performing ability with team and goals of the organization, strength maximization, enhancing communication within the managers as well as teams, assisting individuals in being accountable regarding their behavioural actions and encouraging people for stretching beyond their supposed limitations (Anderson 2016).

Coaching relationships are considered being the cost efficient organizational ways for fostering and developing talent. The three major beneficial aspects and significant results in relation to coaching and mentoring are business performance, individual performance and the process of coaching.

Activity 2 Skills and competencies required for effective coaching and mentoring 

• Rapport Building – The skill for developing connection is same as being people-oriented as well as possessing better interpersonal abilities. As because, the association amongst a coach as well as an employee or a line manager must be having proper establishment, and building of rapport is considered essential for attaining an understanding level within the coach as well as the employees. One way for applying better building of rapport is creating a better atmosphere during the period (Hunt 2016).  
• Listening ability – The capability for being a better and active listener is very much necessary in respect of coaching. The coach will be making two-way interaction during the sessions stating that the employees or the line managers are provided with the scope for talking and opening up more.
• Questioning ability – A coach should be applying competent techniques of coaching and there should take place the use of open-ended questions, which are considered being efficient since this kind of questioning will be encouraging the employees or the line managers towards more elaboration. Better follow-up questions after the response of an employee or a line manager will be manifesting an earnest interest as well as concern regarding those individuals (David 2016).
• Communication skills – As because, there is an involvement of various discussions as well as open interactions within the coach as well as the employees or the line managers, there is the requirement for the coach towards knowing in what effective ways the message will be reaching an individual easily (Gilley 2015). This is specifically crucial towards providing feedback regarding the employees or the line managers. The coach must be having the ability towards relaying feedback as well as remarks in a constructive and positive manner without debasing the self-esteem of the employees or the line managers (Beattie 2014).

In addition to the aforementioned skills regarding coaching and mentoring, other necessary skills are required as well. These skills are required having the capability towards promoting trust as well as respect, capability towards facilitating the understanding level, capability towards creating an efficient coaching and mentoring process. Also, capability for motivating and inspiring, capability towards offering feedbacks that are positive as well as constructive, capability towards guiding the employees or the line managers towards the setting of goals as well as fulfilment, capability towards stimulating action, capability towards inculcating individual awareness as well as individual knowledge (Ellinger 2014). In addition, capability towards opening up new perspectives, capability towards following different approaches regarding the styles as well as techniques of coaching, capability towards recognizing major changing aspects relating to thoughts as well as behaviours, capability towards supporting the aspect of identifying key changing circumstances about thoughts and behaviours and providing assistance towards identifying the situational values.

The competencies regarding the coaching and mentoring aspects will be having the capability towards adhering to the ethical rules regarding the professional aspect of coaching, capability towards creating an agreement regarding coaching, capability towards initiating a trusting bond between the trainee or the employees, capability towards being attentive as well as active. In addition, capability towards providing active listening, capability towards communicating in an effective manner, capability towards increasing the awareness level of the employees or the line managers, capability for designing the plans of actions to address the needs as well as concerns. In addition, the ability to establish practical goals with the staffs and the capability for facilitating the progress of the trainee’s is also considered being a significant competency in respect of coaching and mentoring (Hawkins 2013). This might be done through the identification of the organizational requirements, assessing any earlier plan of succession, designing the process, communicating, involving the leaders, testing and assessing and finally doing a follow up.

Activity 3 Models and methods to support coaching and mentoring 

The TDP selected by me will be the Design of Training (DoT) courses. The success of the training will be depending upon the trainer’s ability towards designing as well as delivering effective training that will be enabling the staffs towards improving their performances. The focus of the DoT course is providing additional advices as well as scopes for for development for enabling the trainers towards undertaking more responsibilities to design the training modules.

The target groups for this TDP will be the staffs that are not being able to perform effectively. The staffs are also feeling that they are lacking something and this is why, the DoT course will be appropriate for them. The TDP will be focusing towards the external staffs, those who are looking after the organizational sales, because the low performance of the sales team is ultimately hampering the overall productivity of the organization.

The Training Development Programme will be meeting the business goals by following certain stages that includes, identification of the organizational goals. In addition, formulating the learning objectives depending upon the organizational goals, turning the setting of the goals related to learning into the activities regarding leaning, which is depending on the goals of the organization Also, creating the curriculum and materials for learning relating to these activities.

The GROW Model

The GROW (goals, reality, options, wrap up) model is providing a structure in respect of coaching discussions with learners that are having more experience. In respect of learners that are having less experience, the method might be considered being time-consuming and very much multifaceted. The model is placing the onus in respect of development on the learner, since there will be the adoption of a less directive approach by the coach. The GROW Model is having four clear stages:

Figure 1 THE GROW MODEL

(Source: cimaglobal, 2017)

In the primary stage, the focus is being given on the determination of what needs to be actualized. This stage is related with the establishment of the expectations as well as objectives. Then, there should occur the spending of 50% of the meeting at the stage of reality. Better questioning and skills for listening will be enabling the coach in defining the factors that is required to get addressed. After the identification of the underlying factors, there is the requirement for the coach in continuing to ask questions for the identification of the options that are obtainable. In the stage regarding ‘wrap up’, there will occur the determination of the actions. At times, this last stage is described as to get the confirmation of the willingness towards acting. It is associated with having the agreement regarding the particular actions that an individual is required taking away from from the meeting (Spence 2013).

Wheel of Good Practice Model

Figure 2 Coaching Supervision

(Source: Grant, 2014)

This model of coaching supervision will be taking into consideration the attributes such as focusing on the needs of the client, organization as well as client. It will also be providing continuous professional development for the coach, providing assistance for the coach, generating organizational learning and so on (Garvey 2014).

To apply the Wheel of Good Practice model as a quality model regarding intervention, it is necessary canvassing the availability of the complete range of options as well as using a practical method to make the selection from among them. This will be requiring a method to characterise the interventions that will be covering every possible kind of intervention in addition to a method to match these traits with the target population and the perspective through which the delivery of the intervention will occur.

In respect of setting practical goals, the successful supervisors are required assisting the staffs through the setting of appropriate goals in which the staffs will be striving towards giving their utmost at work as well as knowledge relating to career. Supervising the employees will be requiring the regulation of their objectives as well as their schedules for determining whether they are on the task. It is also necessary to develop goals that are meaningful, and to motivate the employees towards achieving successful objectives will be assisting everyone, which will include career growths as well as profitability in business. The setting of goals is an essential aspect regarding the supervisory duties that will be spreading from the supervisor to the overall company.

Achieve Coaching Model

This model in respect of coaching and mentoring follows seven-steps such as assessing the present condition, creative brainstorming of alternatives regarding current conditions, honing the goals, initiating the options, evaluating the options, validating the action programme design as well as encouraging the momentum (Anderson 2016).

Figure 3 Achieve Caching Model

(Source: Hunt, 2016)

HAY Mentoring Model

This model of mentoring showcase the ways by which individuals can rise from their positions as well as transfer information as well as abilities either in a formal or an informal manner. This mentoring model also assists individuals to apply their learning into practice, to become a role model, to become a guide and to be a winner.

This model has four stages. The first stage is associated with initiation, the second stage is associated with nurturing, the third stage is associated with the development of independence and the fourth stage is associated with the aspect of termination (David 2016).

Conclusion:

To conclude the assignment, it can be stated that the identification and explanation of the coaching and mentoring models is being done for supporting the development of talent within a company. In addition, the individual capability for acting as a coach or mentor has been assessed within the company. In addition, certain methods are being evaluated to do the establishment of the support requirements. These are the GROW Model, the Wheel of Good Practice Model, ACHIEVE Coaching Model as well as the HAY Mentoring Model. The outline regarding the development of talent can be explained through the “Five Cs” such as contract, context, culture, circumstance as well as content.

Reference:

Anderson, D.L., 2016. Organization development: The process of leading organizational change. Sage Publications.

Beattie, R.S., Kim, S., Hagen, M.S., Egan, T.M., Ellinger, A.D. and Hamlin, R.G., 2014. Managerial coaching: A review of the empirical literature and development of a model to guide future practice. Advances in Developing Human Resources, 16(2), pp.184-201.

Clutterbuck, D., 2014. Everyone needs a mentor. Kogan Page Publishers.

David, S., 2016. Beyond goals: Effective strategies for coaching and mentoring. Routledge.

Ellinger, A.D. and Kim, S., 2014. Coaching and human resource development: Examining relevant theories, coaching genres, and scales to advance research and practice. Advances in Developing Human Resources, 16(2), pp.127-138.

Garvey, B., Stokes, P. and Megginson, D., 2014. Coaching and mentoring: Theory and practice. Sage.

Gilley, J.W., Gilley, A.M., Jackson, S.A. and Lawrence, H., 2015. Managerial practices and organizational conditions that encourage employee growth and development. Performance Improvement Quarterly, 28(3), pp.71-93.

Grant, A.M., 2014. The efficacy of executive coaching in times of organisational change. Journal of Change Management, 14(2), pp.258-280.

Hawkins, P., 2013. Coaching, mentoring and organizational consultancy: Supervision, skills and development. McGraw-Hill Education (UK).

Hunt, J.M. and Weintraub, J.R., 2016. The coaching manager: Developing top talent in business. Sage Publications.

Ladegard, G. and Gjerde, S., 2014. Leadership coaching, leader role-efficacy, and trust in subordinates. A mixed methods study assessing leadership coaching as a leadership development tool. The Leadership Quarterly, 25(4), pp.631-646.

Spence, G.B. and Deci, E.L., 2013. Self?determination theory within coaching contexts: Supporting motives and goals that promote optimal functioning and well?being. Beyond goals: Effective strategies for coaching and mentoring, pp.85-108.