Coaching and Mentoring Learning Resource Manual

Enhanced vocational knowledge and skills.
Enhanced generic skills - communication, working with others in teams, problem-solving, initiative, planning and organising tasks, conflict resolution and self-management.
Greater motivation and morale.
Improved clarity about career direction.

the “workplace coach” may encourage the following subjects:

Vocational skills training that suit the employee’s role.
Generic skills associated with working in teams.
Mapping a career development path within the organisation.

or example, a study by Manchester Consulting (McGovern et al, 2001), found that 77% of executives reported improved working relationships as a result of coaching.

Workplace Coaching

People need to be coached and mentored through constructive performance feedback

In 2000, a study published by the International Personnel Management Association, compared outcomes of training against outcomes obtained when training was combined with coaching.

The productivity gains for training alone were 22%, but when coaching was used as well, the gains were 88%.

In 2001, Clutterbuck, a British authority on mentoring, observed that employees in the US were 35% inclined to change jobs within that year. Those employees involved in mentoring programs showed a reduced 16% desire to leave their company.

. Agree a suitable timescale.
6. Agree criteria for evaluation, standards and assessment of the programme.

1. Determine the area for mentoring or coaching.
2. Agree the overall objectives.
3. Identify realistic outcomes and devise an action plan to achieve the desired result.
4. Devise an appropriate mentoring or coaching programme. This might include a secondment, work shadowing or supervised working.

How the mentoring or coaching links to the organisation’s purpose and strategy.
Mentors and coaches need to be suitably matched to their protégés to avoid personality clashes or other issues.
The objectives of the mentoring or coaching – what it aims to achieve.
A process to support the mentoring or coaching programmes, for example, who will cover the protégé’s workload while they are being mentored or coached?
Evaluation and feedback mechanisms need to be established.

There needs to be:
Sufficient information about the benefits of mentoring and coaching.
An explanation of what mentoring and coaching can and cannot achieve.
Clarity about who can be involved in mentoring and coaching programmes.
Clarity about how and when the mentoring and coaching programmes could be used.