Topic 2: How mentoring differs from other forms of development

ILM Level 3 Award in Effective Mentoring

How mentoring differs from other forms of development

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.

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Coaching and mentoring in the workplace

References

The coaching and mentoring continuum

Introduction

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!

Index

01: Introduction

Let's begin

Mentoring

Management

Training

Coaching

Introduction

Explore how mentoring differs from other forms of support in the workplace:

Let's begin

02: The coaching and mentoring continuum

A continuum of behaviours

Listening to understand

Reflecting

Paraphrasing

Summarising

Asking questions

Making suggestions

Giving feedback

Offering advice

Giving advice

Instructing

Telling

Pulling/ Non-directive

Pushing/ Directive

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.

The coaching and mentoring continuum

A core skill of an effective mentor

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.

The coaching and mentoring continuum

The difference between sponsorship and developmental mentoring (Clutterbuck, 2014)

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 coaching and mentoring continuum

Coaching or Mentoring

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.

Start the quiz

Read & Reflect: Coaching or mentoring?

Knowledge Check

Knowledge Check

Knowledge Check

Knowledge Check

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Knowledge Check

Coaching or mentoring scenarios

Please read the following scenarios and decide whether they relate to coaching or mentoring. After making your choice, explain the reasons behind your decision.

Activity: Coaching or Mentoring

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03: Coaching and mentoring in the workplace

CIPD (2023) factsheet: Coaching and Mentoring

Coaching and mentoring in the workplace

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?

References

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]

Well done! You have completed this section. Head back to your course page and continue working through the topics.

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• 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.

Sponsorship mentoring

• 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.

VS

Developmental mentoring

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?

Training

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.

Management

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.

Coaching

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.

Mentoring

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.