Appreciating practice

Coaching and mentoring - an appreciation of practice

There is ongoing debate and discussion about the precise meaning of the terms coaching and mentoring.  Sometimes the definitions offered are helpful and provide clarity while sometimes the terms seem interchangeable. Part of the difficulty in precisely defining coaching and mentoring is because they can be closely related.

Eric Parsloe from the Oxford School of Coaching and Mentoring suggests definitions are difficult because:

'The words can be descriptions of distinct roles or used interchangeably or describe a combination of behaviours across a spectrum of contexts. Both are conversational processes that enable individuals to take control and responsibility for their own learning and development. The aim (in both) being to achieve skills, performance potential and personal goals or any combination of these. The knowledge, skills and competencies required are almost identical.'

Mentors and coaches draw on similar skill sets.  Both mentoring and coaching are about increasing an individual’s competence and confidence and developing their own wisdom.  Mentoring and coaching relationships are both built on trust and mutual respect and are shaped by the needs and aspirations of the person being mentored or coached and the skills and experience of the mentor or coach.

A distinction that is often made between coaching and mentoring is the extent to which the life experience, perspective or knowledge of the mentor is made available in the relationship.

There are some situations where it might be quite appropriate for the mentor (or the coach) to offer some learning of his or her own. This is less to do with whether or not this equates with coaching or mentoring and is more to do with how transmitting knowledge in this way might facilitate learning. Coaches and mentors operate along a broad spectrum. Sometimes they might be highly facilitative in approach.

John Heron, a researcher, facilitator and trainer in the field of human relations, describes the coach as:

'….the listener; the other person being the talker, the one who is dealing with some special issue that needs the time, attention and service of another human being.'

The mentor may be someone who offers a particular perspective, as in this definition offered by the National College for School Leadership:

'… a more experienced colleague; someone very familiar with the particular culture and role, who has influence and can use their experience to help an individual analyse their situation in order to facilitate professional and career development.'

While these roles sound quite different, what matters is the extent to which being more facilitative or directive, drawing on one’s own experience or keeping it in the background is supportive of the learning of the person being coached or mentored. This depends on what each agree and expect of the other, the purpose of their conversation and the name they give to the working relationship.

It also seems that while the practices of coaching and mentoring cross over there are some underpinning principles which they share with other approaches. This observation is from Robin Burgess, a coach and trainer who has also worked with SLF:

'Whether the approach is called dialogue, coaching, mentoring, action learning or peer consultation (while there are clearly differences between them), there are core similarities of principle and behaviour.

When they are effective, they assist quality listening to self and others within a reflective, affirming and valuing 'containment' or safe place that is both nurturing to me and is challenging me to go further, to where I want to go, and in which I need initial support to do so.

These approaches all help ensure that the work that needs to be done, stays with the ones that need to do it.'

As we work through the layers of definition we begin to get a sense of what gives life to any effective piece of mentoring or coaching. It is not so much about skills and techniques. It is not about whether one adheres to the GROW model or believes instructional or non directional approaches are the way to proceed. It is more about creating a quality of relationship with another person through which learning and growth occur.

Both coaching and mentoring are person centred, learning practices which should offer a confidential and supportive relationship; an excellent sounding board; a measured response; challenge to their beliefs; the chance to explore issues, analyse options, plan other responses; and, help to practice new behaviours.

John Whitmore, an international authority on coaching, suggests these practices should always be about:

'Unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them.'

At the heart of all coaching and mentoring lies the creation of an effective relationship as a context for reflection and action, which is mutual and trusted, helps raise awareness, creates learning and generates growth.

Contact:

For more information please email Julia Parker (a Senior Consultant with the Scottish Leadership Foundation (SLF) or Graeme Finnie.