Running head: THE ESSENTIALS OF COACHING AND MENTORING 1

The Essentials of Coaching and Mentoring

Name

Institutional Affiliation
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1.0 Activity One

1.1 Concepts of Coaching and Mentoring

The concept of mentoring refers to off-line help provided by one person to another

colleague with the aim of making significant transitions in working, knowledge or thinking.

Coaching, on the other hand, refers to the process of helping another person unlock their

potential by maximizing their performance in whatever activity they engage in. Coaching

focuses on teaching a person to learn the practicality of doing an activity instead of simply

teaching them. The activities of coaching and mentoring have a lot in common in that they both

focus on having one to one alliance where the mentor or coach plays the role of facilitating the

conversation and guiding the mentee or coached (Marcinkus Murphy, 2012). The purpose of

mentoring or coaching is usually connected to personal improvement regarding performance,

change, career progression and compliance with social norms. For instance, a person who wants

to advance their career or improve their performance can contact a mentor or coach who can help

by guiding them on the best direction to take to achieve the desired results (Marcinkus Murphy,

2012).

Coaching and mentoring differ from other L & D methods in that it is usually driven by

questions addressed to the coachee who then explore what they already know under the guidance

of the coach. Even though the coach or the mentor owns the process, the coachee or mentee has

to own the content for the process to be effective in the end. Coaching and mentoring is also

done on a one-on-one basis while other L & D methods such as training are done in a group of

people. Coaching and mentoring is always a preferred way of learning and development because

the coach can transfer the knowledge or skills directly and at the same time monitor the
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development of the coachee to see whether they can improve in the long term. On the other hand,

training is less effective since it is performed in a group and thus the trainer does not have the

time or resources to follow each of the trainees to see whether they improve.

1.2 Types of Coaching

The three major types of coaching include performance coaching, skills coaching, and

career coaching. Performance coaching refers to the activities which aim at increasing the

personal performance of an individual in their current role of work or to increase their

productivity or effectiveness at their line of work. Performance coaching mostly uses the general

psychological theory to deal with sports and business psychology where performance or

effectiveness is important (Marcinkus Murphy, 2012). Skill coaching focuses on improving the

skills of an individual or an employee with the aim of helping them to perform their work better.

Career coaching focuses on the career concerns of an individual with the coach using feedback

from the coachee to guide them in future endeavors. The major aim of career coaching is to

increase clarity, result in personal change and bring forward action (Subramaniam, Silong, Uli,

& Ismail, 2015).

1.3 Directive and Non-Directive Styles of Coaching

Directive Style of Coaching

The directive style of coaching means that literally, the coach directs the entire process,

meaning that the most input comes from the coach rather than from the client. Moreover, in this

case, the coach does not rely on the experiences of the client to provide advice or direction. The

coach uses their experience and proficiency to provide wisdom, direction, and advice to the

client. This type of coaching is usually used by mentors since they coach a less experienced
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person who relies on the mentor's experiences and wisdom. The significant benefit of the

directive coaching style is that it helps the client to find a solution even if they are inexperienced

in a particular area. The client understands, and acquired knowledge won't be his own, and thus

they may not follow it appropriately in a situation where they do not like it (Hoffman et al.,

2015).

Non-Directive Coaching

The non-directive style is more effective than directive coaching since it gives the client

room to lead the way, forming his or her conclusions along the way. The coach listens to any

questions the client to guide them through their inner growth. The major benefit of non-directive

coaching is that it is long lasting as compared to directive coaching. The client can apply the

styles of learning they like, and they are also able to direct the whole process instead of

following all the directions from the coach or mentor. The benefits of non-directive coaching are

long-lasting and can be used in the future since the learning process comes from the client

directly. The non-directive coaching method also differs from the directive model in that the

client comes to a solution that fits their personal needs instead of having to follow what the

coach or mentor says at all times. The only challenge of using the method is that it may take a

longer period to complete since it usually depends on how quickly the coachee understands and

performs during the coaching period (Subramaniam, Silong, Uli, & Ismail, 2015).

1.4 Stages of One-On-One Coaching Process

FUEL model

The four steps in the FUEL model are:

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Frame the conversation -- Set the context for conversation by agreeing on purpose,

process, and desired outcomes of the discussion.

Understand the current state -- Explore the current state from the coachee's point of view,

expanding his or her awareness of the situation to determine the real coaching issue.

Explore the desired state -- Articulate the vision of success and explore multiple

alternative paths before prioritizing methods of achieving this vision.

Lay out a success plan -- Identify the specific, time-bound action steps to be taken to

achieve the desired results, and determine milestones for follow-up and accountability

1.5 Role of a Coach

A coach has different roles such as mentoring, motivating, goal setting as well as

confidence building. A coach should help the coachee change their attitude by instilling

confidence in them that they can do it. The coach should also set goals for the client to achieve

both in the short and long run. Since sometimes the client may want to give up on the process,

the coach must also act as a motivator to ensure that they do not quit. The coach also acts as a

mentor by explaining why certain processes and actions are necessary or beneficial (Marcinkus

Murphy, 2012).

1.6 Role of a Coachee

The roles of a coachee include actively listening, showing commitment, being

cooperative and taking the initiative. The coachee has a major role to play during the coaching

process since they must show commitment and desire to learn to motivate the coach to teach

them.
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2.0 Mentoring

Mentoring is a process whereby an experienced and knowledgeable person helps to guide

a less experienced or less knowledgeable person through a transition.

2.1 Relationship between Mentor and Mentee

The nature of the relationship between the mentor and the mentee is that it is

characterized by an effective method of a mentor helping an inexperienced individual develop

and progress in their career or acquire new skills. The relationship features one party depended

on another where the mentee depends on getting knowledge or help from the mentor (Hoffman et

al., 2015).

2.2 Typical Mentoring Process

A typical mentoring process has four stages which include preparing, negotiating,

enabling and closing. The preparation process involves each of the two parties understanding

their roles and expectations during the mentoring process (Hoffman et al., 2015). The negotiating

process involves the two parties reaching an agreement on the learning goals as well as defining

how the relationship will be guided. The enabling process involves developing and

communicating openly as well as reflecting on the learning progress continuously. The closing

stage involves evaluating the personal learning process and celebrating any progress made in the

process (Subramaniam, Silong, Uli, & Ismail, 2015).

2.3 Recording Coaching and Mentoring Activities

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Coaches and mentors have the responsibility of ensuring that they adopt a systematic and

detailed method of record keeping. Records act as sources of evidence to show that due

consideration was given to the client and that the coach or mentor engaged in their professional

responsibilities. Whether the coach or mentor uses video, audio or case note recordings, the most

important thing is to make sure that the information contained in the recordings remains

confidential and safe so that it can be used at a later date.

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Activity Two

Coaching Agreement

Coach: Abdi Karim Mohamed Coachee: Fahad Albaker Date: 10/11/2017

ARRANGEMENTS FOR MEETING OR CONTACT:

How: The meeting will be contacted on one-on-one basis only between the coach and coachee

When: 10/11/2017

Where: Place of meeting to be agreed upon

AGREED MAIN AIMS OF COACHING

1. Helping coachee to acquire new skills and knowledge in career advancement

2. Advice the coachee on the best career plan to follow

3. Listen to the challenges the coachee has been going through and advised them accordingly

GROUND RULES FOR WORKING TOGETHER

1. Both the coachee should understand each other's expectations and roles before starting the
meeting

2. Both coach and coachee must observe time all meetings and focus on the matter at hand

3. The coach should provide the necessary insights to help the coachee to advance

AGREED: ..

Coach: Abdi Karim Mohamed Coachee: Rashid Alfaheed Date: 10/11/2017

After each meeting (coach) will update the coaching record with any actions agreed and email to
coachee. Please enclose with this Agreement for the purpose of recording the first meeting.
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References

Hoffman, J. V., Wetzel, M. M., Maloch, B., Greeter, E., Taylor, L., DeJulio, S., & Vlach, S. K.

(2015). What can we learn from studying the coaching interactions between cooperating

teachers and preservice teachers? A literature review. Teaching and Teacher

Education, 52, 99-112. doi:10.1016/j.tate.2015.09.004

Marcinkus Murphy, W. (2012). Reverse mentoring at work: Fostering cross-generational

learning and developing millennial leaders. Human Resource Management, 51(4), 549-

573. doi:10.1002/hrm.21489

Subramaniam, A., Silong, A. D., Uli, J., & Ismail, I. A. (2015). Effects of coaching supervision,

mentoring supervision and abusive supervision on talent development among trainee

doctors in public hospitals: moderating role of clinical learning environment. BMC

Medical Education, 15(1). doi:10.1186/s12909-015-0407-1