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Coaching and Mentoring Differences Etc

Coaching and Mentoring Differences Etc



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Published by John M. Read

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Published by: John M. Read on Nov 08, 2008
Copyright:Attribution Non-commercial


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Why should managers and senior managers learn coaching skills?
Because coaching provides…
Important primary skill in empowering staff to take ownership and improve their productivity
Teaches another critical enabling dimension of interpersonal skills for management of staff 
Enables managers to be more successful in Team Leader and Project Manager roles
Better coordination of regional work – better empowerment and management of regional offices
Develop a more open culture at the workplace
Improve the strategic relationship between the manager and the immediate subordinate. This is amission critical relationship for retention of staff.
Provide managers with a useful and appropriate mechanism for giving feedback to staff and ensuringthose staff handle their improvements well
Relieves managers of the responsibility for coming up with all the solutions
Builds staff management capabilities
Helps companies to implement succession plans based on readiness for promotionIn summary, there are three areas positively impacted by learning to coach others:
For the coachee
– be better treated and valued for their input, gaining ownership of their development and contributions
For the coach
– as a manager, they can treat their staff more effectively and gain better productivityand quality performance; transfer ownership of development and production to staff more effectively,gaining commitment and performance buy-in of from their staff 
For the business
– build better relationships between managers and their staff, the primaryrelationship affecting turnover and staff retentionCoachin is an emowerin rocess uided b the oranization. From issues and roblems coachin
What is the relationship between coaching, training, mentoring andconsulting, counselling and instructing…
This is important to help understand the differences between these different ways of managingstaff. They are not conclusive lists but indicate the nature of differences in goals and process:
Facilitates learning and performance through one to one dialogue and commitment,normally individual but can be group
Facilitates personal change and improvements
Enhances self direction and self regulation
Helps to clarify (business, individual and task) purpose and values
Tailored to individual needs
Helps to develop and implement action plans
Gives focus and teaches how to maintain that focus
Asks the right questions to help the coachee develop their own answers
Develops productivity and capability
Is action oriented, helps coachee to develop their own solutions
Yields behavioural and business results
Is the fastest growing learning mode used by management and senior management toimprove their interpersonal skills
Teaches the coachee to ‘fish’ rather than giving them just one meal
Facilitates learning and performance normally in groups
Meets general skills, knowledge and attitude development
Extends coaching learning by adding additional skills
Skills learnt may not be easily reproduced in the workplace
Can be limited in terms of individual needs
Offers limited learning modes and specific fixed agenda
Is used most frequently by companies to develop all levels of staff 
Source of solutions comes from the consultant rather than the individual
Information-based supply, rather than relationship leveraging
Relies upon consultant’s skills
Transfers solutions, not skills
Is objective and independent
May provide hidden or unseen solutions
Commonly from an individual who knows the culture (the way things are done) to a lessexperienced individual informing them of better ways to get things done
Often internal but may be external
May be structured on unstructured
Built on hierarchical relationship older, wiser to younger, inexperienced
Usually for grooming or assisting in performance development and acculturation
May perpetuate dysfunctional modes of operating
May inhibit new learning by organizations
Uncovers causes of problems from an individual perspective
May consider organizational perspective as untouchable
Minimal assessment is used
Reacts to problems after they occur 
Relies on facilitating individuals to treat their own perspective
Can assist to re-frame experience and perceptions
Is generally not action oriented or business results driven

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