Coaching and Development

A coach or mentor can help to give guidance and support as challenges are faced, assisting staff in negotiating challenging situations with increased confidence.

I feel this is the fundamental difference between Coaching on one hand & Mentoring on the other. Coaching has a more structured nature & needs regular planned meetings, (unless engaging in ‘corridor coaching’ which is a different but still an effective & useful approach). Coaching is usually aimed at shorter term development of an individual or in overcoming specific areas of issue. A coach does not always need an in-depth knowledge of the client’s occupation in general coaching practice, however as a Manager / Coach involved in developing

Coaching and mentoring are not about learning to do something the right way, but are about helping to lead an individual to find their own way of doing it practically and efficiently. Coaching and mentoring sessions are guided with theoretical models, which help focus both the coach and the coachee in attaining desired outcomes for problem situations. However, even with the aid of theoretical models not everyone can coach another person. The first and far most important attribute of a coach is the ability to build relationships with the coachee

Facilitate coaching and mentoring in health and social care or children and young people’s settings.

A coaching philosophy is a base for which a coach works and seeks guidance from, said to be “built on a set of standards by which a coach influences, teaches, and models” (Van Mullen, 2013, p.29). Described as a collection of values, beliefs, assumptions, attitudes, principles and priorities which underpin practice (Lyle, 2002). When creating a Coaching Philosophy there are four aspects a coach should reflect upon, and scaffold their philosophy around-Axiology, Ontology, Epistemology and Pedagogy. Axiology, encompasses morals, values, ethics, and ideals which coaches place differing importance on. Important in a coaching context, as it informs the type of culture and environment a coach creates within a team(Fyall, 2017). Hardman (2008) suggests

When coaching youth sport coaches’ have a major impact and influence on their development. The coach has to make sure they demonstrate a good role model at all times and to provide every individual with a positive experience throughout. There are many challenges a coach has to deal with when working with young people, they have to provide many skills and have the ability to demonstrate them in the best possible way, such as, cognitive development, self-esteem and discipline, but also maintain the fun side of things to keep the young people focused and engaged in the session.

The evolution of my appreciation of the facets of Coaching for Performance and its place in applied leadership has been transformative. The initial perspectives shared in my first paper on the personal significant learning about the practice of coaching, although still pertinent, have been refashioned to reflect a more coherent and clear understanding of what my leadership style entails along with a more concrete explanation of how coaching can support and enhance my effectiveness as a leader. This has been influenced by my better understanding of coaching for performance as a way to create partnerships based on equality and trust that can focus on how to solve problems rather than the problems themselves.

Mentoring young people has mainly been analysed as a one to one relationship between an adult or older young person with more experience and a younger person. Commonly with the intention of improving the adolescent to adult transition by giving ongoing support. (Phillip and Henry.1996) Although some of the content and aims have a possibility of over lapping, mentoring can be distinguished from other ways intended to help young people. An example of this is while coaching a young person has the i8ntention of improving a young person’s performance in a specific area, counselling on the other hand provides emotional support and promotes a therapeutic relationship within a formal setting. Both counselling and coaching can be described as mentoring.

My exposure and engagement with the materials and ideas presented in Coaching for Performance have influenced my leadership philosophy immensely. A larger understanding of the impact that coaching can have on myself and those I work with has bolstered my belief in the weaving of servant and situational leadership styles and how I can approach challenges in a new manner by embracing a coaching perspective. The goals presented in this paper are a starting point in my journey to explore how I can explore avenues to implement a coaching culture in my present school, and district. I know this will be a complex task, but I have been exposed to a variety of resources and concepts not only from the course material and interactions with my peers but

The key goal of coaching is to correct inappropriate behaviour, improve performance, and communicate skills whereas mentoring is more about support and guide towards personal growth. Both are qualities that professional should possess.

Team building competences are best acquired when you develop clear detection of roles such as with leaders and manager. Seeking to put people in positions where they can be the most effective in getting things done and being successful. We also welcome feedback and feedforward approach to once again foster creativity and promote more communication between everyone (Wakeman.C, 2015). From a leadership position, the feedforward approach is another way at also looking at future performance, which is good for the health of the organization. The feedforward approach and coaching focuses on goals, not standards

My experience on being coach may differ from most but the concept is the same as other. It just done in different ways. In the military the term mentoring is in line with the term coach. Confusion in use of the terms mentoring and coaching often arises due to the fact that “one of the functions of a mentor is to coach the protégé or mentee. From the first time I raised my hand and took the oath to serve and defend I was being coached. My experience deal with how to lead in combat, medical training and the belief in one other as a band of brothers. For example when being trained on how to handle a tackle road march we are given scenarios like a land mine goes off how do you react? How do you treat a causality with a chest wound? If the person

The duty to instruct properly contains instructing athletes concerning moves that are unsafe and unsportsmanlike, are against the rules, and are used to possibly injure an opponent. In coaching, don’t send a player to the mound and tell the player to look at the ball and hit a home run. Coaches must practice with players on techniques and videos to insure the player know what they are to be looking for. To achieve these goals, set up a progressive series of practices. The component of progression includes the ability of the coach to instruct each skill level using a progression that moves from simple to complex. Throughout the planning process, coaches should be studying successful lead-up techniques that can be used for their sport and adjusting them, if need be, to meet the needs of individual athletes.

Coaching is the art of facilitating another person’s learning, development and performance. Through coaching people are able to find their own solutions, develop their own skills and change their own behaviors and attitudes.

Normally when I hear mentoring and coaching I think of someone that is or may be troubled. That may not always be the case. Mentoring and coaching is providing constructive wisdom, guidance, and or feedback that can help others further their development in many areas. I strongly feel that this would be beneficial to my life and those around me. As Luke 8:16 says, “No one after lighting a lamp covers it with a jar or puts it under a bed, but puts it on a stand, so that those who enter may see the light.”