3LCM Assignment Example

 Supporting individual learning through coaching & mentoring

3LCM ASSIGNMENT – Answered –

Activity 1

1.1 Explain the concept of coaching and how it differs from mentoring and other learning and development methods

Coaching is a management style aimed at improving productivity and developing the skills that an individual has. It mainly dwells on the skills and the objectives that an individual may have, and this is what guides the coach on the areas to work on and finesse the skills to the best form possible (CIPD, 2020). However, in some instances, other factors such as an individual’s personality may be used to ensure that the skills being developed are appropriately managed to ensure that the individual’s overall performance improves.

Coaching originates from both the organisation and the individual. Both parties have different objects that people can fulfil by acquiring and improving the specific skills that the individual is coached on (CIPD, 2020). It also allows the individuals to measure their strengths and determine how they can be able to develop the same to ensure that there is optimum utilisation of the resources that require the skills. Coaching is an activity that people with the skills can only carry out, and most line managers are tasked with this role since they are well versed with the different skills required in the fields they operate.

The main difference with coaching is that it aims to improve the skills that a person already has to increase performance, while mentoring is more of an emotional and mental activity that requires the people to get motivation to achieve certain goals (Schuneman, 2019). In coaching, the initiative and skills mainly come from the coach experienced with skills, while in mentoring, the initiative is mainly from the mentee who looks up to an individual with achievements and seeks to emulate them.

1.2 Identify and explain different types and styles of coaching

Types of coaching

Executing coaching; this one is designed to coach the senior management about skills that are required to mostly fill in a certain high position and also improve the leadership and personal skills. Coaches mostly do this type of coaching from an external firm or organisation specialising in certain skills (Stockdale, 2014).

In this case, leadership coaching is mainly someone who has experience as a leader and was seen as outstanding in that position. It is done to help leaders improve their leadership skills to ensure that teams are productive (Stockdale, 2014).

Career coaching; in this type of coaching, an individual’s overall performance and nature are looked into. There is also the consideration of the ambitions and dreams of the individual, and the coach tries to lead the coached in the direction that will lead them to the career development path they want to explore (Stockdale, 2014).

Systemic coaching; organisational change and growth is the major part of this type of coaching. The organisation aims to ensure that the resources they have are fully utilised to achieve organisational objectives. In this case, the coach focuses on the ability of the members to work as a team and give the desired results as opposed to individual performance. This then ensures that there is a specialised skill set throughout the organisation and, therefore, optimum productivity (Stockdale, 2014).

Styles of coaching

Directive coaching; the coaches that are involved in direct coaching tend to focus more on meeting deadlines and being in charge of the entire coaching session. They have targets, and once that is achieved, the coaching process is complete.

Non-directive coaching; in this style of coaching, there is a high form of expressiveness, and the coaches do not use a specified module in their coaching process. They use creativity and look into the future in order to develop the skills and develop the individual as a whole (Glaser, 2019).

Systematic coaching; in this type of coaching, logic is applied and therefore, there is a fixed method that is followed with set out objectives.

Considerate coaching; in this case, there is minimal insistent, and the individuals also have a high rate of expressiveness. The coach creates the feeling of being appreciated and keeps on encouraging the individuals being coached in order to improve their skills. There are no set deadlines, and therefore, there is general growth of the individual both psychologically and in terms of skills (Glaser, 2019).

1.3 Analyse the stages in a one-to-one coaching process and the roles of coach and coachee

Identifying a goal; the first step in a one-to-one coaching process is the establishment of the objectives and having specific targets on what is to be achieved. In this case, the coach is supposed to ensure that the objectives are clear from the beginning, and the coachee should ensure that the objectives are in line with what they intend to develop. This will ensure that both parties are comfortable and ready for the coaching process (Blackbyrn, 2018).

Positivity; the second stage after having established the objectives is ensuring that during the entire process, both parties focus on the positive. The coach should encourage the coachee at all times and avoid making negative comments in places where the coachee may fail or act in a manner that is as per the coach’s desire. The coachee, on the other hand, should ensure that they take criticism positively and improve whenever they are corrected (Blackbyrn, 2018).

Utilise the area of growth; it is important for both the coach and the coachee to come up with the best way of achieving their goals and objectives. Therefore, the coach should observe and learn the strengths of the coachee and use the same to spearhead the coaching process. The coachee is expected to put in the effort and excel in their areas of strength as this will help ease the entire process (Blackbyrn, 2018).

Using the right coaching method, for the coaching to bear fruits, the right method should be used, and this is mainly on the coach to determine. The coach should observe the client and analyse their traits in order to come up with the best option that can be used to achieve the objectives. In this case, the coachee is expected to cooperate with the coach and be expressive enough in order to allow the coach to select the best technique (Blackbyrn, 2018).

Follow-ups; the final stage is the follow-up sessions, and the coach has the task of checking in on the progress that the coachee is making as from the last training session. In this stage, the coach should correct the coachee where they might be getting things wrong, and the coachee is expected to always be honest with their progress. They should also ask questions wherever they are stuck and improve on the same (Blackbyrn, 2018).

1.3 Identify the potential benefits of coaching for coach and coachee

Benefits to the coach

When coaching, one of the most important aspects is to effectively communicate with the coachee in order to ensure that they have a seamless coaching session. Therefore, a benefit for the coach is the improvement and enhancement of their communication skills since they engage different people and have to always deliver the message as required. Another benefit of the coach is the improvement of emotional intelligence as they are exposed to different people with different perspectives in life, and hence they have to sharpen their observation skills. There is also the benefit of the coach becoming a good observer and easily interpret non-verbal cues from their coaches (Chakraborty, 2019). This means that the coaches will be using the same even in other areas of management and coaching sessions. Finally, the coach will acquire powerful questioning skills, and this improves their coaching ability as they are able to ask the right questions at the right timer and make informed decisions from the same.

Benefits to the coachee

The coachee gets to have the advantage of developing their skills and confidence since they learn directly from the coaches. Also, they are able to build personal awareness as the coach is able to observe and guide them on the underlying potential, and hence they get to boost their confidence and perform tasks more effectively. Coaching also enables the coaches to set a certain focus on goals and objectives as the coaching sessions are designed with specific objectives (Mouton, 2019). The coachee also gets to improve specialised skills and have a niche on their already acquired knowledge. The coaches will go into details and ensure that they are able to enhance special skillsets that will, in turn, be used to increase the productivity of the coachee and also boost their morale since they will be able to achieve their goals and ambitions in an effective manner.

2.1 Explain the concept of mentoring and the nature of the relationship between mentor and mentee

Mentoring is a wider concept as compared to coaching, and it’s usually on a long term basis. It is based on the relationship between a senior manager in an organisation who trains and grooms a junior employee within the organisation to fill in the shoes in a certain position in future. The relationship between the mentor and the mentee is a bit on a more personal level, with emphasis on the professional skills that the employee aims to achieve (CIPD, 2020). There is no fixed process defined in the mentoring process since it’s a gradual process and the mentee takes time to learn all the skills that they intend to improve, ask all the questions, and the mentor is expected to avoid creating an environment where the mentee might feel like they are talking to a boss.

2.2 Describe a typical mentoring process and roles of mentor and mentee

Building the relationship; is the beginning of the mentorship program where the mentor and the mentee both play the role of having a good relationship and interaction with one another. In this step, they should be careful enough and avoid crossing the boundaries even though there are set limitations in this form of interaction.

Setting objectives; once the relationship is established, the mentor and the mentee should then organise a meeting where they should put down specific objectives that they aim to achieve. The mentor should note the goals of the mentee and come up with ways of helping in achieving them, while the mentee should come straight with what they intend to achieve from the mentorship program.

Checking on the progress, the mentor should then ensure that they are in a position to assist the mentee in all the necessary ways, and they should both check on the progress made against the objectives. The mentee should be cooperative and have an open mind with the willingness to emulate what is taught by the mentor.

Achieving the objectives; once the objectives are achieved, the mentee is expected to be in a position where they no longer need to work closely with the mentor as they have already learnt most of what they intended to. The mentor, on the other hand, is expected to always welcome the mentee in case they have further questions moving forward.

Conclusions; in this stage, both the mentor and the mentee have the liberty to decide on the way they will interact moving forward. In cases where the bond between them has grown, they may opt to continue with the relationship on a social level or even go their own way (Holmes, 2018).

2.3 Identify the potential benefits of mentoring for mentor and mentee

Benefits for the mentor

The mentor in a mentorship program gets to improve their leadership skills since they act as the guardians in the program. This can then be translated into other situations where leadership decisions are to be made. At the same time, the mentors get to enhance their skill set due to the constant interaction with the mentee, who might have other skills that the mentor might borrow from (Proffitt, 2018). The mentor also develops listening and interpersonal skills, which are important in the overall interaction and day to day activities in any working environment.

Benefits for the mentee

The mentee gets an opportunity to interact with people with more experience and knowledge and therefore utilises the chance as a learning opportunity. Mentorship encourages and empowers the mentee since they are equipped with words of affirmation by the mentor and taught different things and perspectives on how to handle situations (University of Southampton, 2021). The mentee also gets to identify and achieve their career objectives by getting the proper guidance and training and can easily identify opportunities as they arise.

3.1 Explain models and techniques used in coaching and mentoring and how these can support individual learning

Coaching and mentoring models

The GROW model; was developed in the 1980s and is an acronym for Goal, which represents the objectives set, Current reality which an analysis of the current skills, Obstacles or Options determine the ability to achieve the goals and Will, which is basically the readiness of the mentees and coachees to participate in the mentorship and coaching program (MTD, 2018). Individuals can use the same to countercheck their learning and development programs through checking whether they are achieving their objectives in relation to the current skills and available resources.

The FUEL model; is also an acronym with four steps meant to obtain a successful mentoring and coaching program. The first step is Framing the conversation, where the trainee will engage the team on the need for the mentorship/coaching program. The next step involves understanding the current state, which is followed by exploring the desired state and finally laying out the implementing process is done (MTD, 2018). Likewise, it personal developing, an individual can use the four steps in assessing the goals and engaging the relevant stakeholders who will facilitate the same.

Coaching and mentoring techniques

The main coaching techniques include listening, which is the first step for any coach or mentor. They should strive to always give their trainee an ear in order to understand what they need, and at the same time, the trainees need to listen to the words of wisdom and instructions from the trainer (MTD, 2018). Asking open-minded questions is also another technique used in order to give the trainees an opportunity to express their full potential.

Activity 2

3.2 Demonstrate the use of models and techniques within a coaching or mentoring conversation.

In a mentoring or coaching program, the question from the trainer, how was last week is a sign that the trainer is applying the follow-through technique by following up on the activities within the week. Another question would be what has actually been achieved and what is pending, and this would be the use of the FUEL model where they understand the current state and look into the expected results. The trainer may also ask for feedback and analyse the same, and this will demonstrate questioning techniques.

4.1 Use an appropriate format to record outcomes and agreed actions resulting from a coaching or mentoring conversation

Coaching Observation Record
Coach:				Date:
Coachee:				Observer:
Context:
	Requirement		Comment (what and how)			Effective	Not Effective
1	Effective use of a coaching model (FUEL model was used)		The trainer asked on the already achieved objectives and also asked what they expected to achieve in future. This meant that they understood the current situation and the expected results in future.			efective
2	Effective use of at least 2 coaching techniques (Questioning technique and follow through technique )		The trainer checked on how the trainee was doing in the past week and that showed they used a follow up technique and also questioned the trainee showing they had questioning techniques.			effective
Summary Feedback
Signature (Assessor):

 

 

 

 

References list

Blackbyrn, S., 2018, December 24. How To Run One-on-One Coaching Sessions. Coachfoundation.com. https://coachfoundation.com/blog/one-on-one-coaching/

Chakraborty, P., 2019. Why Should a Manager Become a Coach? Www.td.org. https://www.td.org/insights/why-should-a-manager-become-a-coach

CIPD., 2020, August 3. Coaching and Mentoring | Factsheets. CIPD. https://www.cipd.co.uk/knowledge/fundamentals/people/development/coaching-mentoring-factsheet#gref

Glaser, B., 2019, July 11. The Four Different Types of Coaching Styles. HRDQ. https://hrdqstore.com/blogs/hrdq-blog/the-four-different-types-of-coaching-styles

Holmes, H, 2018, February 5. The 5 most important steps in the mentoring process. Mentorloop Mentoring Software. https://mentorloop.com/blog/5-important-steps-mentoring-process/

Mouton, K., 2019, May 20. 6 Benefits of Coaching for Individuals in the Workplace (and Beyond). Www.insala.com. https://www.insala.com/blog/6-benefits-of-coaching-for-individuals

MTD., 2018, August 16. The Top 2 Coaching Models. Leadership and Management Training Courses UK | MTD Training. https://www.mtdtraining.com/blog/the-top-2-coaching-models.htm

Proffitt, K., 2018, June 21. What Are the Benefits of Mentorship for Mentors? Cronofy – the Scheduling Platform for Business. https://www.cronofy.com/blog/benefits-of-mentorship-for-mentors/

Schuneman, F., 2019, January 24. Sorting Out Coaching vs. Mentoring vs. Training. Invista. https://www.invistaperforms.org/sorting-coaching-vs-mentoring-vs-training/

Stockdale, S., 2014, November 3. Different types of coaching. Sue Stockdale. https://suestockdale.com/different-types-coaching/

University of Southampton., 2021. https://www.southampton.ac.uk/professional-development/mentoring/benefits-of-a-mentoring-relationship.page.