Introduction to Coaching & Mentoring

Coaching and Mentoring are learning and development (L&D) activities focusing on improving individual’s work performance and helping them to reflect on their personal strengths and improvement areas.

Both activities are led by a trained coach or mentor who helps coachees/mentees to achieve set goals within their work-life (or occasionally in their personal life). Encouraging positive growth within individuals and focusing on achieving their full potential. Although ‘the two terms are often used interchangeably’ (CIPD, 2021) there are some important distinctions to be made between them. Coaching normally has a clear structure whichincludes a set timeframe, typically short term, defined outcomes for both individual and organisations, and designated meetings and follow-up appointments. The coach is a trained professional, who may be specifically trained in the type of coaching the coachee requires, and they are contracted to help the coachee achieve specific goals. They can be external or internal to the organisation. It has a non-directive approach and the coaching techniques which are employed allow coachees to solve problems themselves. Coaching objectives tend to be skills or performance based with measurable results for individual and organisations. Mentoring however, tends to have a more flexible arrangement in terms of structure, timeline and appointments. The timeline for mentoring relationships can be undetermined and in general takes place over a much longer period than coaching. It is a directive approach which helps mentees overcome problems by sharing experiences and providing advice. Mentees tend to be the leaders of their own development in this relationship. Mentors are typically people within the same industry as the mentee who have a wealth of experience in the mentees area of interest. It has been the case that mentors were seen to have little professional mentoring ability and offered career and personal experience to help guide mentees without clear contracts and objectives. However, Ashley-Jones, Brathwaite & Maxwell-Harrison (2012) state that; ‘the most effective (in terms of performance outcome by the mentee and satisfaction for the mentor) mentoring programmes are ones that are contracted formally with a clear definition of expected outcomes.’ With this in mind the objectives set in a mentoring relationship are much broader than with coaching, focused on career progression and overall personal improvement, rather than on specific skills gaps or behaviours, and may cover several topics before the objective is achieved. These distinctions help L&D professionals to determine which approach is the most suitable for specific individuals or organisations and their goals.

Role of Line Managers

Line managers have a unique relationship to both the coachee and the organisation. They can help recommend coaching goals that will benefit both the organisation and the individual. They can also support ongoing development and achievement of these goals within the workplace. Furthermore, line managers can be advocates for coaching. Knight & Poppleton (2008) highlight that line mangers who had positive experiences of coaching themselves became very powerful advocates for coaching, helping embed it within the organisation. However, the CIPD L&D survey in 2007 determined that ‘in 70% of cases, line managers coaching their own teams have either some or the main responsibility for delivering coaching (Knight & Poppleton, 2008)’. This shows that for many organisations line managers may also play the direct role of coach. This can have advantages such as; the line mangers knowledge of both organisation and individual, understanding what coaching objectives would best achieve organisational goals and furthering their own personal performance with coach training and experience. However, there are barriers in place for line managers to undertake this role as well. The CIPD tool ‘Coaching at the sharp end’ (2009) research reports these barriers as line managers not having the time, skills or support of their organisation to undertake this role. Additionally, the coaching relationship ethically requires confidentiality and objectivity for coachees to explore their personal and work-related problems. Ashley-Jones, Brathwaite & Maxwell-Harrison (2012) state; ‘In this relationship, interpersonal power dynamics inevitably come into play, and are often unspoken… this relationship may not deliver the outcomes that coaching is capable of doing’. Coachees may not have a perfect pairing with line managers to enable them to set objectives and discuss problems as openly as they would with another coach. However, Ashley-Jones, Brathwaite & Maxwell-Harrison (2012) continue; ‘managers can still acquire coaching skills that enable them to support the development of the organisational coaching culture in an informal and opportunist way within their teams’. This coaching style of management can be an excellent way of combining line managers as supportive advocates to coaching and conducting coaching activities. By adopting the role of a ‘participative manager’ (DiGirolamo & Tkach, 2019) line managers are able to focus on individuals’ development within their daily working life to reach their full potential and support a coaching culture within the wider organisation.

Factors to Consider

CIPD research (2008) states that coaching is ‘a highly contextual and relational practice (Knight & Poppleton, 2008)’ as such the context informs how coaching initiatives are conducted within organisations. In order for organisations to make choices as to how coaching is structured and implemented there are a number of key factors which must be considered.

Coaching Purpose

Organisations must consider why coaching is being utilised and what it hopes to change, resolve or improve. Organisational objectives should be clear and achievable. Knight and Poppleton (2009) suggest that ‘SMART’ objectives should be used. These considerations will ensure that coaching is the correct initiative to move forward with and what its role is compared with other L&D programmes already in place within the organisation.

Organisational Culture

Analysing organisational culture helps to inform how coaching should be integrated within the organisation. Organisations can be analysed against a culture model. However, internal employees tend to have an implicit understanding of what is accepted and rejected within their organisation. This information will inform choices made in the coaching plan such as; structure, processes, coaching activities, coaching contracts and those involved, and how coaching is marketed or rewarded within the organisation.

Senior Stakeholder Support

This factor significantly influences how coaching is introduced within the organisation and its overall success. Senior managers who have positive coaching experiences and become advocates can help establish coaching as an integral part of L&D within the organisation. On the contrary, Knight and Poppleton (2009) explain that where coaching is not supported by senior management; ‘coaching offers tend to be more experimental and low-key in nature and are often successfully launched via a bottom-up process.’

Available Resources

Organisations should consider all available resources such as; time, budget and people. Such as; the number of skilled individuals within the organisation available to carry out the coaching will impact on who conducts the coaching, what training they require, or if the budget allows for external coaches. Time constraints such as how quickly the activity is expected to be undertaken or show results and what this means for its structure. For example, is there enough time for the coaching initiative to grow organically or should it be introduced via a structured timetable? Each limitation will have an impact on how the coaching can be performed.

Business Priorities

These will have a significant impact on coaching choices as initiatives are designed to be in keeping with the business needs. Areas such as business strategy, organisational objectives and upcoming changes need to be accounted for when planning a coaching programme. Knight & Poppleton (2009) highlight that ‘the most effective coaching offers will always consider the priorities of the organisation and be responsive to changes in those priorities.’ In this way coaching can ensure that employees are supported and offered guidance to achieve organisational goals.

References

Ashley-Jones, J., Brathwaite, T. & Maxwell-Harrison, R. (2012) ‘Developing Coaching & Mentoring’ in Stewart, J. and Rogers, P. Developing People and Organisations. London: Kogan Page. pp. 65 – 97

CIPD (2009) Coaching at the sharp end: Developing and supporting the line manager as coach, Interactive Tool, CIPD

CIPD (2008) Coaching and buying coaching services, Guide, CIPD

CIPD (2021) Coaching and Mentoring, Factsheet, CIPD

DiGirolamo, J. A., & Tkach, J. T. (2019). An exploration of managers and leaders using coaching skills. Consulting Psychology Journal: Practice and Research, 71(3), pp. 195–218. Available at: http://dx.doi.org/10.1037/cpb0000138 last accessed 09.02.23

Knight, A. and Poppleton, A. (2008) Developing coaching capability in organisations, CIPD, Short Run Press: Exeter