kinds of teaching

8/8/2019 Kinds of Teaching

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Table 1: Differences between Mentoring and Coaching

Mentor Coach

Focus Individual Performance

Role Facilitator with no agenda Specific agenda

Relationship Self selecting Comes with the job

Source of influence Perceived value Position

Personal returns Affirmation/learning Teamwork/performance

Arena Life Task related

Focus

Mentors in either a formal mentoring program or informal relationship focus on the person, their career and

support for individual growth and maturity while the coach is job-focused and performance oriented.

"A mentor is like a sounding board, they can give advice but the partners is free to pick and choose what theydo. The context does not have specific performance objectives. A coach is trying to direct a person to someend result, the person may choose how to get there, but the coach is strategically assessing and monitoring

the progress and giving advice for effectiveness and efficiency."

"Mentoring is biased in your favor. Coaching is impartial, focused on improvement in behavior."

In summary, the mentor has a deep personal interest, personally involveda friend who cares about you and

your long term development. The coach develops specific skills for the task, challenges and performanceexpectations at work.

Role

Mentoring is a power free, two-way mutually beneficial relationship. Mentors are facilitators and teachers

allowing the partners to discover their own direction.

"They let me struggle so I could learn."

"Never provided solutionsalways asking questions to surface my own thinking and let me findmy own solutions."

A coach has a set agenda to reinforce or change skills and behaviors. The coach has an objective/goals foreach discussion. In our study, the top four words chosen to best describe their mentors dominant style

werefriend/confidant, direct, logical, questioner.

Relationship

Even in formal mentoring programs the partners and mentor have choicesto continue, how long, how often,

and our focus. Self-selection is the rule in informal mentoring relationships with the partners initiating andactively maintaining the relationship. If Im you mentor, you probably picked me. In an organization yourcoach hired you. Coaching comes with the job, a job expectation, in some organizations a defined competency

for managers and leaders.


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Source of influence

The interpersonal skills will determine the effectiveness of influence for both coach and mentor. The coach

also has an implied or actual level of authority by nature of their position, ultimately they can insist on

compliance. A mentors influence is proportionate to the perceive value they can bring to the relationship. Itis a power free relationship based on mutual respect and value for both mentor and partners. Your job

description might contain "coach" or you might even have that job titleits just a label or expectation.

"Mentor" is a reputation that has to be personally earned, you are not a mentor until the partners says youare.

Return

The coachs returns are in the form of more team harmony, and job performance. The mentoring relationship

is reciprocal. There is a learning process for the mentor from the feedback and insights of the partners.

"The ability to look at situations from a different perspective, I am a Generation X and he is in his 60s."

The relationship is a vehicle to affirm the value of and satisfaction from fulfilling a role as helper and

developer of others. Mentors need not be an all-knowing expertsuch a position could be detrimental. In ourstudy the most significant thing the mentor did was "listened and understood me" and, "built my confidence

and trust in myself, empowered me to see what I could do."

Arena

A great deal of informal mentoring is occurring, with at risk youth, in our schools, as well as in volunteer, notfor profit and for profit organizations. If I am your mentor chances are you have chosen me to be of help with

some aspect of your life. Coaching even in the sporting arena is task relatedimprovement of knowledge,skills or abilities to better perform a given task. Mentors are sought for broader life and career issues. Thepartners is proactive in seeking out mentors and keeping the relationship productive. The coach crates the

need for discussion and is responsible for follow up and holding others accountable.

Coaching Steps

Use these steps in effective and supportive coaching.

y Show confidence in the employee's ability and willingness to solve the problem. Ask him or her for help insolving the problem.

y Describe the performance problem. Focus on the problem or behavior that needs improvement, not theperson. Ask for the employee's view of the situation.

y Determine whether issues exist that limit the employee's ability to perform the task or accomplish theobjective. Four common barriers are time, training, tools, and temperment. Determine how to removethese barriers.

y Discuss potential solutions to the problem or improvement actions to take. Ask the employee for ideas onhow to correct the problem, or prevent it from happening again.

y Agree on a written action plan that lists what the employee, the supervisor, and possibly, the HRprofessional, will do to correct the problem or improve the situation.

y Set a date and time for follow-up. Determine if a critical feedback path is needed, so the supervisor knowshow the employee is progressing. Offer positive encouragement. Express confidence in the employee'sability to improve.


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Traditional forms of training Coaching/mentoring

y Wholesale transfer of new skills, e.g.change in procedures, new systems(e.g. software application training),

new job function.y Programmes are mostly generic and

not tailored to individual needs.Delegates generally have to completestandard modules, so there is littleroom for tailoring the programme toaccount for existing knowledge, skills

or preferences.

y Not always sufficiently similar to thelive working environment to ensureeffective skills transfer.

y Best suited to transfer of knowledgeand certain skills rather than thedevelopment of personal qualities or

competencies

y Development activities are designed to suitclients personal needs (whether aspiration orperformance related) and learning styles.

y Fine tunes and develops skills.y Can focus on interpersonal skills, which cannot

be readily or effectively transferred in atraditional training environment.

y Provides client with contacts and networks toassist with furthering their career or lifeaspirations.

y Performed in the live environment or off-line.y Highly effective when used as a means of

supporting training initiatives to ensure thatkey skills are transferred to the liveenvironment.

y Coaches and mentors transfer the skills to theclient rather than doing the job for them.

Counselling Consultancyy Explore personal issues and problems

through discussion in order toincrease understanding or developgreater self-awareness.

y The aim of counselling is to lead theclient toward self-directed actions toachieve their goals.

N.B Coaching and counselling share many

core skills. However, professional counsellorswork with personal issues in much greaterdepth than would generally be exploredwithin a coaching context.

y Focus is on developing organisationalpractices, processes and structure.

y Role generally more strategic and often usedto instigate and design broad ranging changeprogrammes

y Consultancy frequently involves expert adviceabout specific issues and organisationalprocesses.

y Consultants are often brought in to providespecific solutions to business problems andneeds

y Consultant leads the job for the organisation:whilst upskilling the employee/client may be acontractual part of the service, it is notgenerally the primary goal.

N.B. The term consultant coach is often used when the

coach is external to the organisation and thereforeoffering services on an external or consultancy basis.This is not, however, the same as consultancy per se.

Coaching and mentoring has been offered byconsultancy companies for many years, even though itis not specifically consultancy It is only recently thatpeople have begun drawing a distinction which in some

cases, like the distinction between coaching andmentoring, is not useful in distinguishing betweenthem.


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Counseling

Counseling is one of the methods used to offer advice and assist with the development of members of staff in an

organization. It is not only limited to personal matters affecting members of staff but can also be used to assist withthe professional development of individuals and can help to steer one in the right direction in terms of business

development. Business development counseling may involve providing advice on accessing finance, marketing, human

resources, operations management and feasibility studies.

Counseling is a very important aspect of management specifically in conducting performance appraisals, handling

grievances and taking disciplinary action against employees.

In essence, counseling is the processes by which individuals are assisted with identifying their problems, and finding

solutions to same.

There are two methods of counseling that is widely accepted: directive counseling involves the counselor issuing

directives to the counselee about the possible consequences of a particular action and taking the initiative to show or lead

the counselee in the correct path. Indirect counseling encourages more interaction on the part of the counselee and

assumes that the most effective way of arriving at solutions to particular problems/issues is if the counselee is involved in

the discussion and ultimate solution to the problem. These solutions are therefore not implemented unless the counselee

is in total agreement and accepts the possible outcomes.

Coaching and mentoring what's thedifference?

Why coaching and mentoring? You will recognise that to survive andprosper in these tough times, your organisation has to be performing at

the highest level of effectiveness.

This means leadership skills, decision-making, staff relations, creativity,stress and time management, meeting control or sensitive issuehandling, has to be of the very highest order.

Executive coaching and mentoring can help you in all those vital areasand more, because it's all about the future ...

... discovering your hidden potential and achieving it fast!

Brefi Group has enjoyed enormous success doing exactly this for leadingorganisations around the world for over two decades.

What is coaching?

The Chartered Institute ofPersonnel and Development (CIPD) lists some characteristics of coaching inorganisations that are generally agreed on by most coaching professionals: -

y It consists of one-to-one developmental discussions.y It provides people with feedback on both their strengths and weaknesses.y It is aimed at specific issues/areas.y It is a relatively short-term activity, except in executive coaching, which tends to have a longer

timeframe.

y It is essentially a non-directive form of development.


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y It focuses on improving performance and developing/enhancing individuals skills.y It is used to address a wide range of issues.y Coaching activities have both organisational and individual goals.y It assumes that the individual is psychologically healthy and does not require a clinical intervention.y It works on the premise that clients are self-aware, or can achieve self-awareness.y It is time-bounded.y It is a skilled activityy Personal issues may be discussed but the emphasis is on performance on work.

Coaching and mentoring processes

Individual and management development can take place in many forms, some delivered by managers andsome by internal or external coaches, or mentors. Robert Dilts defines the different activities as follows: -

Guiding: the process of directing an individual or a group along the path leading from present state to adesired state

Coaching: helping another person to improve awareness, to set and achieve goals in order to improve aparticular behavioural performance

Teaching: helping an individual or group develop cognitive skills and capabilities

Mentoring: helping to shape an individuals beliefs and values in a positive way; often a longer term careerrelationship from someone who has done it before

Counselling: helping an individual to improve performance by resolving situations from the past.

Differences between mentoring and coaching

The CIPD differentiates between coaching, mentoring and counselling.

Mentoring Coaching

Ongoing relationship that can last fora long period of time

Relationship generally has a setduration

Can be more informal and meetings

can take place as and when thementee needs some advice, guidanceor support

Generally more structured in nature and

meetings are scheduled on a regularbasis

More long-term and takes a broaderview of the person

Short-term (sometimes time-bounded)and focused on specific developmentareas/issues

Mentor is usually more experiencedand qualified than the mentee.Often a senior person in theorganisation who can pass onknowledge, experience and opendoors to otherwise out-of-reach

opportunities

Coaching is generally not performed onthe basis that the coach needs to havedirect experience of their clients formaloccupational role, unless the coaching isspecific and skills-focused

Focus is on career and personaldevelopment

Focus is generally ondevelopment/issues at work

Agenda is set by the mentee, withthe mentor providing support andguidance to prepare them for futureroles

The agenda is focused on achievingspecific, immediate goals

Mentoring resolves more arounddeveloping the mentee professional

Coaching revolves more around specificdevelopment areas/issues


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Counselling, is a highly skilled intervention focused on helping individuals address underlying psychologicalproblems.

Differences between counselling and coaching

Counselling CoachingBroader focus and greater depth Narrower focusGoal is to help people understand theroot causes of long-standingperformance problems/issues atwork

The goal is to improve an individualsperformance at work

A short-term intervention, but canlast for longer time periods due tothe breadth of issues to be addressed

Tends for be a short-term intervention

Counselling can be used to addresspsycho-social as well as performanceissues

Coaching does not seek to resolve anyunderlying psychological problems. It assumesa person does not require a psycho-socialintervention

The agenda is generally agreed bythe individuals and the counsellor

The agenda is typically set by the individual,but in agreement/ consultation with theorganisation

Other stakeholders are rarelyinvolved

Other stakeholders are involved

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