Coach vs Mentor

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Mentoring and Coaching: The Roles and Practices
Dr. Norhasni Zainal Abiddin, Universiti Putra Malaysia, Malaysia

ABSTRACT Mentoring and coaching are all part of educational training to develop people in the professions. There are several similarities and differences in the main issues involved in mentoring and coaching. They are related to the selfdevelopment, professional growth and career development of the mentee/coachee. In establishing the approaches to be used, care must be taken to ensure that each person understands the limits or boundaries of the relationship. Indeed, it may be as important to indicate that there is a way out of the relationship as it is to encourage its development in the first place. Supervisory approaches
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Generally, it is a popular approach in education and in business. In a recent survey of Fortune 500 companies, 96 percent of executives identified mentoring as an important developmental tool, and 75 percent of them said it had played a key role in their career success (Heinz 2003). A mentor is identified as someone who teaches the student in a personal and close long-term relationship that allows critical concentration on the task performance (Brown and Krager 1985; Kirkham 1993). Before the 1990s, most authors used the word ‘supervisor’ in reference to a mentor at school with the meaning of someone who directs or oversees and watches over students so as to maintain order (Gardiner 1989), but increasingly, we see references to the mentoring of young people entering the teaching profession. Bullock (1988) was of the opinion that a mentor should establish a good rapport with his protégés, assess their needs in consultation with other interested and appropriate parties, and end the mentoring relationship at the appropriate time and in an appropriate manner. Thus, each mentoring arrangement is unique, and its particular nature will be established according to the personalities of the two individuals concerned (Mountford 1993). The relationship facilitates another’s personal growth and can also encourage and enable learning in order to maximise the mentee’s potential, develop their skills, improve their performance and become the person they want to be (Brown and
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