Topic 2: How mentoring differs from other forms of development
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Created on September 16, 2024
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Transcript
START
Mentoring can seem very similar to other forms of support and development in the workplace, in this topic will review their differences in approach and purpose.
How mentoring differs from other forms of development
ILM Level 3 Award in Effective Mentoring
Index
Welcome to this topic where we will explore how mentoring differs from other forms of development. Take your time going through each section and complete the activities.Let's get started!
Introduction
The coaching and mentoring continuum
References
Coaching and mentoring in the workplace
01
03
02
04
Let's begin
01: Introduction
Explore how mentoring differs from other forms of support in the workplace:
Introduction
Coaching
Training
Management
Mentoring
02: The coaching and mentoring continuum
Let's begin
The coaching and mentoring continuum
Whilst mentoring is distinct from other forms of support and development, there are also similarities, and mentoring uses many of the same skills as coaching. The continuum of behaviours by Miles Downey (2014) is a helpful model to explore the behaviours we use within mentoring and coaching.
Pushing/ Directive
Pulling/ Non-directive
Telling
Instructing
Giving advice
Offering advice
Giving feedback
Making suggestions
Asking questions
Summarising
Paraphrasing
Reflecting
Listening to understand
A continuum of behaviours
Push: solving someone's problem for them
Pull: Helping someone solve their own problems
The coaching and mentoring continuum
David Clutterbuck (2014) said that mentoring includes ‘coaching, facilitating, career counselling and networking’. One of the things that makes a mentor different to a coach is the need to be experienced in a similar field, so knowledge and experience can be shared during the process, alongside support, encouragement and space to think.
A core skill of an effective mentor
The coaching and mentoring continuum
Developmental mentoring emphasises two-way learning, where the mentor guides goal-setting and insight, with mutual respect and relative experience being key. In comparison, sponsorship mentoring is one-way, with a senior mentor using their influence to provide advice, but often ending in conflict as the mentee outgrows their guidance.
The difference between sponsorship and developmental mentoring (Clutterbuck, 2014)
Read & Reflect: Coaching or mentoring?
Start the quiz
Read the article on the difference between coaching and mentoring and then work through the quiz to consolidate the key benefits of having engaged employees.
Coaching or Mentoring
Knowledge Check
Knowledge Check
Knowledge Check
Knowledge Check
Knowledge Check
Knowledge Check
Knowledge Check
Activity: Coaching or Mentoring
Please read the following scenarios and decide whether they relate to coaching or mentoring. After making your choice, explain the reasons behind your decision.
Coaching or mentoring scenarios
03: Coaching and mentoring in the workplace
Let's begin
Following your research on the CIPD factsheet, reflect on the following questions:
- How does your organisation define coaching and mentoring? Are the terms commonly understood across the organisation?
- Are they seen as separate or does the organisation see them as interchangeable?
- How are coaching and mentoring used in your organisation to help people learn and develop?
Coaching and mentoring in the workplace
CIPD (2023) factsheet: Coaching and Mentoring
Topics 1 & 2:
- Megginson and Clutterbuck (1995) Mentoring in Action: A Practical Guide for Managers. Kogan. London.
- Clutterbuck D. (2014) Everyone Needs a Mentor (5th Ed.). CIPD. London
- Megginson D. Clutterbuck D. Garvey B (1995) Mentoring in Action: A Practical Guide for Managers. Kogan Page.
- Downey M. (2014) Effective Modern Coaching, as cited in British School of Coaching (2018) Mentoring v Coaching – A Balance of Power. Online at https://www.britishschoolofcoaching.com/mentoring-v-coaching-balance-power/ [last accessed 22/11/23]
- CIPD (2023) Coaching and Mentoring. Available online at : https://www.cipd.org/uk/knowledge/factsheets/coaching-mentoring-factsheet/#creating-a-coaching-culture [last accessed 26/7/24]
References
Complete!
Well done! You have completed this section. Head back to your course page and continue working through the topics.
Developmental mentoring
VS
- Mentee (literally, one who is helped to think).
- Two-way learning.
- Power and authority of mentor are
- 'parked'.
- Mentor helps mentee decide what he or she wants and plan how to achieve it.
- Begins with an ending in mind.
- Built on learning opportunities and friendship.
- Most common form of help is stimulating insight.
- Mentor may be peer or even junior - it's relative experience that counts.
Sponsorship mentoring
- Protégé (literally, one who is protected).
- One-way learning.
- The mentor's power to influence is central to the relationship.
- Mentor intervenes on mentee's behalf.
- Often ends in conflict, when mentee outgrows mentor and rejects advice.
- Built on reciprocal loyalty.
- Most common forms of help are advice and introductions.
- Mentor is older and more senior.
Clutterbuck suggests that a core skill of an effective mentor is being sensitive to the needs of their mentee and being able to flex the support they offer. Mentors will often ask a lot of questions, encouraging their mentee to think for themselves, as in coaching. The difference is that a mentor will use their knowledge and experience to inform the questions they ask, knowing which areas may be more useful for the mentee to focus on.
Miles Downey (2014) developed this model to explore how coaching and mentoring relate to each other. Within a workplace development conversation, a manager is likely to move up and down this continuum, depending whether their mentee needs some advice/ suggestions, or whether they need time to reflect and talk things out. All of us have communication preferences, which means we might naturally use more mentoring behaviours (directive) or more coaching behaviours (non-directive). As a developing mentor, or as a manager, it’s important that we use the right approach at the right time, taking our cue from the person we’re supporting – what do they need from us?
The acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies. Training has specific goals of improving one's capability, capacity, and performance. The trainer is the expert, setting the goals for the session.
Training
A supervisor or line manager plays a big role in supporting, developing and motivating people in their team. They allocate work, agree performance objectives, support personal development, manage rotas, monitor & manage performance and wellbeing (and much more!) In many organisations, the line manage may be trained in coaching and / or mentoring to better support and develop their team. This brings the added challenge of both the manager and team member being clear which ‘hat’ they’re wearing. It is often helpful for a mentor and coach to be someone other than your line manager.
Management
To guide someone from where they are now, to where they need/want to be, more quickly and effectively than if they were left to their own endeavours. It enables an individual to achieve higher levels of performance that may not have been possible without coaching support. It focuses on the present and future, helping to identify goals, make the most of personal strengths and take action. The coachee sets the goals with support from the coach. The coach doesn’t need any experience in the coachee’s area of work.
Coaching
A process for the informal transmission of knowledge, mentoring entails informal communication, usually face-to-face and during a sustained period of time, between a person who is perceived to have greater relevant knowledge, wisdom, or experience (the mentor) and a person who is perceived to have less (the mentee). The mentee sets the goals, the mentor uses their experience to help achieve those goals.
Mentoring