Essay about Mentoring and Coaching

Coaching can take many forms, life coaching, business coaching, performance coaching etc. As with mentoring and counselling it is about helping the individual to gain self awareness, but it is goal focused and action is required so that the individual can move forward. The goal setting process has two components: skill development and psychological development. The outcome sought is that the "coachee" will achieve the goals set, and

In this essay, the advantages and disadvantages of two core theoretical models of coaching (GROW and Skilled helper model) and one of mentoring (5 C’s mentoring model) will be critically appraised.

Peer mentoring is one of a range of peer support frameworks used in schools where students provide support to other students. Peer mentoring provides an alternative avenue of support by offering support from the peer group rather than adults. Research has shown that students respond well to peer mentors and feel a connection with someone that is closer to their age and more closely connected to the experience of high school. The mentors serve in a dichotomous role as older more experienced source of support that one can turn to for advice and guidance, while simultaneously serving as a friend and peer that one can relax and have fun with. This is a role that many times adult mentors cannot fulfill, which makes peer mentoring unique and sometimes

Clutterbuck & Megginson (1999, p.17) describe mentoring as being like ‘standing in front of a mirror with a trusted other, who can help you see things that you do not know how to see, or that have become too familiar for you to notice’. It is a helping relationship between an individual with potential and an individual with expertise. This multi-dimensional relationship is a partnership between those in similar roles, who can support each other. A number of roles of the mentor have been listed by Bolton (2010, p.193): role model, enabler, teacher, encourager, counsellor, befriender, facilitator, coach, confidante, supporter and ‘un-learner’. To be successful roles and responsibilities of those involved need to be clear and they need to be matched to each other and understand expectations of them.

An advantage of mentoring is that it helps to acclimatise less successful workers to the job and organisational requirements. By having a "go to" person to ask questions, discuss scenarios and generally learn the nuances of the company, the mentee can become a productive member much more quickly and never feel that he has nowhere to turn for help. The mentee can gain the sense of achievement that comes from the mentor's feedback and assessment of his progress. The mentee's quest to gain the mentor's approval can serve as a motivating force to continue to improve his performance. The mentor can gain satisfaction from knowing that she is helping an individual and can take a measure of pride in her accomplishments. For a mentor that has already achieved a great deal of success, she can look at the process as a way of "giving back”.

"Mentoring is a special quality, skill set and attitude," she says. "The benefits are not only between the mentor and mentee, but the future generations."

Mentors are influential, senior organizational members with advanced experience and knowledge committed to providing perception to a mentee’s career development. A mentor supports a mentee’s views of self within a work role as well as it supports the mentor’s sense of self for the valuable wisdom and experience they have to share.

Mentors have an important role in ensuring the acquisition of knowledge obtained at university translates into competency in practice and does not lead to the 'theory practice gap' described by Cope et al (2000). Mentors have to consolidate the knowledge taught in university into practice in the learning environment and allow the student to reflect on their performance and experiences.

I interview Amani because she is a teenager guided by mentorship. She revealed to me how being mentored by positive, loving, and caring people has changed who she is as a person. She said “I see a big change in myself. It’s like my whole life I’ve been so angry and upset, and it was all because I was being misguided and I didn’t have the chance to become who I am now.” This interview helped me because It kind of showed me what type of response I should be getting from the kids in my program. It is simply a calibration of how the kids that decide to participate in my mentorship program should react.

Mentoring for the mentor is about challenging himself to perform to greater capabilities while nurturing a mentee and stretching them to realise their full potential. Mentors counsel, tutor and guide their mentees in developing themselves.

In addition, a regular assessment to identify barriers that can limit staff success also is beneficial (Keller, 2006). Mentor Best Practices Positive outcomes occur when the mentor-mentee relationship lasts for 1 year or longer and when the mentor understands what approaches, practices, and attitudes work (Grossman & Rhodes, 2002; Rhodes, 2008). Best practices can serve to increase the rate of success in formal mentoring programs and can reduce negative impacts, such as early relationship termination. Regardless of the reason for termination, it can be perceived by the mentee as intentional rejection (Downey & Feldman, 1996; Downey, Lebolt, Rincorn, & Freitas, 1998; DuBois et al., 2002; Grossman & Rhodes, 2002) and can lead to negative self-perception and lowered academic performance. The literature identifies six best practices for individual mentors: (a) training, (b) commitment to the relationship, (c) respect for the mentee’s background, (d) respect for the individual, (e) mutual activities, and (f) use of support (see Figure 1). Each of these is discussed below. Although those in “helping professions” (e.g., teachers, counselors) who have received formal training have greater predictive success as mentors, training and support provided to lay persons can produce similar results (DuBois et al., 2002). Mentors should avail themselves of

Implementing a strong mentoring program that fosters individual and personal growth within the company is vital for the future of this firm. This includes setting up and maintaining a mentoring program. The mentoring program will be set up with individuals from all levels of achievement, that are willing to devote a portion of their time to the firm’s prosperity.

With the development of the more organic and less formal organisational structures the role of mentors has shifted with these changes. Unlike previously where mentors where seen as formal trainers who taught newcomers the processes and got them acquainted with the cultures and the systems within the organisation. Which required good interpersonal skills and a good knowledge of the activity or tasks the mentee would have to undertake, and be able to effectively relay or demonstrate the tasks or activities to the mentee. As opposed to more recently where a mentor would have to be more of an emotional counselor and demonstrate more skills than were traditionally required from

As part of my introduction, I would like to mention that my research project is about mentoring where I have chosen ‘questioning’ as my strategy. In this report, I will discuss in detail about my ‘Mentoring through Questioning’, which is a key for my research project report. Here, I will cover the project’s context in which it was set, my aims and focus of the project, my justification on why I have chosen mentoring through questioning and the types of questions being used during this project, in support of the relevant literature. And then eventually, I will mention about the interactive sessions between a mentor and mentee, the reflection or the perspectives, specifying the self-analysis as well as the required feedback from mentee as part of the research strategy. Later, I will conclude this report by mentioning about the effectiveness of mentoring sessions and the future actions planned for my skills development.

There are many definitions for the differences between coaching and mentoring. One of which is: