Development and Learning in Organizations: An International Journal

What's happening in coaching and mentoring? And what is the difference between them?
David Clutterbuck,
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David Clutterbuck, (2008) "What's happening in coaching and mentoring? And what is the difference between them?", Development and
Learning in Organizations: An International Journal, Vol. 22 Issue: 4, pp.8-10, https://doi.org/10.1108/14777280810886364
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 Feature articles
What’s happening in coaching and
mentoring? And what is the difference
between them?
David Clutterbuck

n many ways, coaching and mentoring have made significant strides in the past
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I decade, although from time to time it has seemed they have also made substantial
steps backwards.
In the area of research, executive or developmental coaching is at last beginning to establish
a body of empirical evidence, as studies attempt to explore what makes this particular
helping environment or process unique and effective. It is obvious, when reading any of the
David Clutterbuck is a major textbooks on the process or psychology of coaching that virtually all the evidence
Senior Partner at base comes from analogy with other disciplines, such as cognitive behavioral therapy,
Clutterbuck Associates,
gestalt therapy, counseling and so on. Evidence for the effectiveness of coaching has
Burnham, UK.
tended to be anecdotal and far from rigorous; but now there is increasing interest from both
practitioners and academics in establishing an evidence base that is truly coaching-focused
and involves both qualitative and quantitative data.

In mentoring, the dominance of US quantitative studies has led research down a number of
blind allies. Not only is much of this research flawed, for example by conflation of direct
reporting and off-line relationships and other definitional failures, but it has focused on a
model of mentoring, which itself is increasingly irrelevant. Sponsorship mentoring, in which
the power and influence of the mentor is typically the driving force of the relationship, is
shunned by many national and corporate cultures, in favor of developmental mentoring,
which emphasizes mutuality of learning and the importance of helping mentees do things for
themselves. Like developmental coaching, developmental mentoring works on the quality of
the learner’s thinking – giving advice and helping the learner network are secondary
activities, brought into play only when the mentee lacks the experience or perception to
progress through their own resources. Once again, however, we are beginning to see
studies that explore developmental mentoring and a combination of quantitative and
qualitative approaches.

The new research perspectives challenge received wisdom and demonstrate the dangers of
wholesale extrapolation from other disciplines. For example, my colleague David Megginson
and I have both been examining the role of goals in the coaching or mentoring relationship.
Most training emphasises the importance of establishing clear, SMART (specific;
measurable; achievable; relevant and time bound) goals at the beginning and ensuring
deep commitment to them. The research shows a very different picture. With the exception
of very specific, short-term task-related goals, the narrower the goal at the beginning, the
less the chance of achieving it. Relationships that deliver value for the mentee or coachee
have a broad sense of purpose, or wide goals, which are shaped and refocused as the
relationship develops.

PAGE 8 j DEVELOPMENT AND LEARNING IN ORGANIZATIONS j VOL. 22 NO. 4 2008, pp. 8-10, Q Emerald Group Publishing Limited, ISSN 1477-7282 DOI 10.1108/14777280810886364
 At the same time as we begin to clarify what makes for effective coaching and mentoring,
however, the very popularity of the approach has resulted in greater confusion. Almost every
related profession has participated in a land-grab, trying to stake out its own coaching
territory, with definitions, rules and practices based on its own particular perspectives and
interests. Terms used in one country can have a very different interpretation in another. For
example, while life coaching in Australia tends to be associated with humanistic psychology,
in the UK and much of Europe, it is more likely to stimulate associations with fringe medicine.
Increasing dialogue between organizations representing coaching and mentoring,
stimulated in Europe by the European Mentoring and Coaching Council, is beginning to
break down some of these artificial barriers. It is becoming clearer that coaching and
mentoring need to be defined differently in different contexts and that this is a potential
strength as much as a current weakness. There are, of course, still many dogmatic
statements about the distinctions between coaching and mentoring (I and my colleagues
have not been immune to this in the past either!), but it is increasingly accepted that both
coaching and mentoring may, in specific contexts:
B be relatively directive or non-directive;
B require and draw upon the helper’s experience;
B be of long or short duration;
involve giving advice;
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B work with goals set by the learner or for the learner;

B deal with significant transitions the learner wishes to make; and
B address broad personal growth ambitions.
If there is a generic difference (please note the if), it is that coaching in most applications
addresses performance in some aspect of an individual’s work or life; while mentoring is
more often associated with much broader, holistic development and with career progress.
This does not mean that we should ignore the differences. On the contrary, clarifying them in
the context of a particular program or relationship is fundamental, in my view, to achieving
mutual commitment to the chosen process.
Other encouraging signs of maturation within coaching and mentoring are the expansion of
supervision and the increased expectations of coach competence by organizational clients.
Supervision is required of all active EMCC members and by most other professional
coaching associations. It is, in my observation, often carried out extremely poorly, especially
in some organizations providing pools of executive coaches; or it has relied on supervisors
from other professions, who may or may not have a deep insight into the different demands
of the coaching or mentoring conversation and relationship. However, there are now a
number of academically accredited courses to develop supervisors specifically for
coaching and mentoring. As more coaches and mentors – both professional and line
managers using these approaches in their relationships within organizations – become
exposed to effective supervision, it should have a substantial and positive effect on the
quality of coaching delivered.
The wider availability of trained supervisors is well-timed. Major employer organizations have
registered increasing concern and frustration with the variable quality of coaching offered. In
facilitating assessment centers for selecting coach pools, it has been depressing to observe
how many candidates expect to work at senior levels with only minimal qualifications and a

‘‘ Relationships that deliver value for the mentee or coachee

have a broad sense of purpose, or wide goals, which are
shaped and refocused as the relationship develops. ’’

j j
VOL. 22 NO. 4 2008 DEVELOPMENT AND LEARNING IN ORGANIZATIONS PAGE 9
 ‘‘ The trend to ensure that all managers have coaching and
mentoring skills is likely to accelerate, with some of those
managers going on to acquire higher levels of competence
and hence providing internal support for less experienced
coaches and mentors. ’’

near-complete lack of CPD. One of the particular weaknesses is having only a narrow
portfolio of responses or techniques, with which to address the client’s issues; another is a
lack of basic psychological understanding necessary to manage and work within
boundaries.
Within mentoring, program quality is an issue. In a recent survey, for example, we found a
strong desire among program managers for opportunities to benchmark the design and
support of mentoring initiatives and systems.
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In the coming years, I expect to see a great deal more research that gives a stronger
theoretical underpinning and body of good practice for both developmental coaching and
developmental mentoring. There will almost certainly be some merging between
professional bodies in the field and greater cooperation between them in general as the
uniqueness of different perspectives is recognized and accepted. The trend to ensure that
all managers have coaching and mentoring skills is likely to accelerate, with some of those
managers going on to acquire higher levels of competence and hence providing internal
support for less experienced coaches and mentors. Poor quality coaching will become
increasingly marginalized, but will still exist; however, greater awareness by organizational
clients as to what to look for may discourage entry into the field by those, who are not
Keywords:
prepared to commit to considerable personal development for themselves.
Coaching,
Mentoring, In short, we have a long way to go before coaching and mentoring consolidate as
Learning well-established developmental methods; but we are also a long way along the road.

Corresponding author
David Clutterbuck can be contacted at: david@clutterbuckassociates.co.uk

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j j
PAGE 10 DEVELOPMENT AND LEARNING IN ORGANIZATIONS VOL. 22 NO. 4 2008
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