5dcm Essay

Facilitate coaching and mentoring in health and social care or children and young people’s settings.

With mentoring, organizations are able to see major improvements when it comes to productivity, efficiency, knowledge and leadership skills. However, these are just a few of the reasons why mentors are so important.

"Mentoring is a special quality, skill set and attitude," she says. "The benefits are not only between the mentor and mentee, but the future generations."

Over the course of the past few weeks, this course has enabled me to put to practice some of the basics of mentoring in a practical setting. In this case paper, I will document the final coaching session between my co-worker and myself. As always, before getting started I worked on a pre-coaching plan in order to lay the foundation for our meeting and help myself prepare for when I meet with my mentee. Next, I will discuss the facts of the coaching session and how well we were able to accomplish the goals of the meeting. Then the different successes and challenges will be mentioned as well as the lessons I learned from each. Finally, I will reflect on the areas of myself or my coaching style that need improvement and how I plan to implement those changes. First let’s take a look at what went in to developing the pre-coaching plan for this meeting.

The article was centered around a mentor and mentee. Mentoring programs are becoming more and more popular everyday. These programs are designed to help beginning mentees find experienced mentors. When this happens it can lead to amazing results for both sides. The article suggests that mentors play significant roles when it comes to their proteges success. Both go hand in hand, and in the long run they will both teach one another. This helps them grow and benefit greatly, more so for the protege.

The business community describes mentoring as an employee training system under which a senior or more experienced individual (the mentor) is assigned as an advisor,

Mentoring is a strategy that is beneficial to increased productivity in the workplace as well as a fulfilling love for one’s career. Mentoring can take place at many levels. It can occur at an education level or as we enter into prospective careers. Those who miss out on the opportunity to be mentored, have a lower chance to perform at high levels or receive positions that are more successful. Mentors and protégé’s work on challenging tasks and activities together, in an effort to enhance the skills of the protégé. The earlier a protégé is taken under the wing of a mentor proves extremely beneficial.

In addition, a regular assessment to identify barriers that can limit staff success also is beneficial (Keller, 2006). Mentor Best Practices Positive outcomes occur when the mentor-mentee relationship lasts for 1 year or longer and when the mentor understands what approaches, practices, and attitudes work (Grossman & Rhodes, 2002; Rhodes, 2008). Best practices can serve to increase the rate of success in formal mentoring programs and can reduce negative impacts, such as early relationship termination. Regardless of the reason for termination, it can be perceived by the mentee as intentional rejection (Downey & Feldman, 1996; Downey, Lebolt, Rincorn, & Freitas, 1998; DuBois et al., 2002; Grossman & Rhodes, 2002) and can lead to negative self-perception and lowered academic performance. The literature identifies six best practices for individual mentors: (a) training, (b) commitment to the relationship, (c) respect for the mentee’s background, (d) respect for the individual, (e) mutual activities, and (f) use of support (see Figure 1). Each of these is discussed below. Although those in “helping professions” (e.g., teachers, counselors) who have received formal training have greater predictive success as mentors, training and support provided to lay persons can produce similar results (DuBois et al., 2002). Mentors should avail themselves of

The chartered Institute of Personnel and Development in the UK (CIPD 2009) reports that 79% of survey respondents are using coaching within their organisation and that 77% say coaching has been increasing in recent years. It is therefore no surprise that the large UK-based customer facing organisation, where I am hypothetically working as a human resources manager, has made a commitment to deliver coaching and mentoring to improve performance over the next two years. The aim of this report is to highlight how coaching and mentoring differs from training, and to also explain how the use of coaching can

Mentoring allows you to strengthen your coaching and leadership skills by working with individuals from different backgrounds and with different personality types. I personally take any chance I get to shadow upper management, take on extra meetings in place of my boss when he is unavailable to get my name and face out there. This also allows me to get another take on different leadership skill as I mentioned above from managers of all levels at work. The growth is always there for people willing to take the extra step to get there.

Nevertheless, Coaching and mentoring helps to enhance productivity and performance to the employees and will leads to increase quality of service, ultimately in financial performance of the organisation (Bhatia, 2006) since it may impact to the staff, indirectly can help the organisation to enhance performance, improve their strengths, employee satisfaction, quality of customer service, supervision and overall on the cost for each employee (Peel, 2004). Similarly the performance of employees is linked to enhanced knowledge, skills, positive attitudes, abilities and confidence (Armstrong, 2009).

Generally, it is a popular approach in education and in business. In a recent survey of Fortune 500 companies, 96 percent of executives identified mentoring as an important developmental tool, and 75 percent of them said it had played a key role in their career success (Heinz 2003). A mentor is identified as someone who teaches the student in a personal and close long-term relationship that allows critical concentration on the task performance (Brown and Krager 1985; Kirkham 1993). Before the 1990s, most authors used the word ‘supervisor’ in reference to a mentor at school with the meaning of someone who directs or oversees and watches over students so as to maintain order (Gardiner 1989), but increasingly, we see references to the mentoring of young people entering the teaching profession. Bullock (1988) was of the opinion that a mentor should establish a good rapport with his protégés, assess their needs in consultation with other interested and appropriate parties, and end the mentoring relationship at the appropriate time and in an appropriate manner. Thus, each mentoring arrangement is unique, and its particular nature will be established according to the personalities of the two individuals concerned (Mountford 1993). The relationship facilitates another’s personal growth and can also encourage and enable learning in order to maximise the mentee’s potential, develop their skills, improve their performance and become the person they want to be (Brown and

The main purpose of this reflection statement is to demonstrate coaching/mentoring relationship as an in depth case investigation that involves an account of reflective learning. While case investigation it is identified that coaching and mentoring culture as well as relationship is expanding excessive with both business and academic concern. Coaching and mentoring relationship can be determined as the manner of facilitating the performance, development and learning of other involved individuals. The main focus of coaching and mentoring relationship is to significantly assist personal development of individual. There are varied approaches relating to coaching and mentoring relationship. In the specific context, coaching and mentoring association is efficiently derived from the principles as well as practices of differentiated perspectives including cognitive

Coaching is mainly concerned with performance and the development of certain skills. It usually takes place on a one-to-one basis and has a very specific purpose. There is usually a planned programme with a much shorter timeframe than in mentoring, so the learning goals are usually determined in advance. Mentoring and coaching can be ‘stand-alone’ activities, but they can also be used to complement each other.”

Mentoring and coaching: mentoring is when an experienced employee takes charge of the training and development of a new employee. The mentor acts as an adviser and protector to the trainee. Coaching in another hand is when a manager takes an active role in guiding another manager. The coach gives guidance through direction, advice, criticism, and suggestion in an attempt to aid growth of the employee.