On Demand access any time Investment: One-on-One Telephone Coaching As a manager you may have been told that your role involves coaching, counselling and mentoring. Many people think that these three are the same thing and can be usedinterchangeably but in reality coaching, counselling and mentoring are three very different skills and are used to achieve three separate outcomes.
Advising, Counseling, Coaching, Mentoring: Beam, Wake Forest University Introduction A concern for student development has existed in some form since the establishment of institutions of higher education. As student needs have evolved, developmental strategies similarly have adapted to meet those needs.
Based on these theories, several strategies have been deployed to address student developmental needs, including advising, counseling, coaching, and mentoring. These strategies have either operated in isolation from one another or have been used interchangeably without a full understanding of the unique uses and goals appropriate to each.
But as Evans et al. This article examines each of these strategies and their applications within the higher education setting.
The authors describe challenges and opportunities the university faced as it developed and implemented this decentralized, highly collaborative model, as well as discuss lessons learned and aspects of other developmental models that can enhance the effectiveness of mentoring programs.
NACADA also acknowledges that advising takes many forms in a higher education context, including developmental, career, and mentoring-style relationships.
Many of the tools and resources used in an advising relationship that overlap with those used in career offices include self-assessments, online resources related to majors and careers, goal-setting exercises, and learning experiences outside the classroom e.
In addition to segmentation according to the types of services offered, advising models differ depending upon who is providing the assistance. Some institutions—usually smaller, liberal arts-based schools—maintain the traditional, decentralized model of faculty advising.
Larger institutions, lacking the capacity to assign a faculty member to every student, have moved to a centralized professional advising model, whereby professional staff is employed to teach students to plan and manage their educations and guide them through the course-selection process.
The majority of institutions use a shared structure combining the professional advising model with the decentralized faculty advising function Pardee, Many schools of all sizes have added a peer advising function as well, training upper class students to guide their younger counterparts in course selection, transition to student life, and career choices.
Within a higher education context, mental health and career counseling are the most common developmental models used to address college student needs. The services provided by college mental-health counseling centers often include assessment and diagnosis of mental-health disorders, treatment for anxiety and depression, substance-abuse treatment, addressing body image issues, support groups, and psychoeducational and prevention programs.
Career strategies and tools used with students include facilitating educational career panels and networking events, providing occupational information via technology, taking career treks to businesses and organizations, and providing self-assessment tools and one-on-one career counseling relationships.
Interventions, such as role playing and solution-focused therapy, are valuable tools used by the counseling profession. Role playing is often used for practicing interviews, preparing to talk to employers, and learning how to address potentially uncomfortable conversations.
Solution-focused therapy, developed by Steve de Shazer and Insoo Kim Berg in the late s, is a goal-directed counseling theory that can be particularly effective for counselors, mentors, advisers, and professionals providing support for students at various developmental stages Institute for Solution-Focused Therapy, n.
According to the International Coaching Federationthe coaching profession is distinguished by the action, accountability, and follow-through that are the focus in a coaching session. Strategies used in academic coaching include asking initial assessment questions, using worksheets to practice skills such as time management, and creating an individualized action plan.
While somewhat comparable to academic coaching, career coaching is primarily focused on vocational goal setting, job-search strategies, and practicing skills such as interviewing and crafting a networking pitch.
Mentoring is often defined interchangeably with each of the other strategies; advisers, counselors, and coaches are sometimes referred to as mentors even though the goals and interventions used are distinct.
Mentoring in higher education historically is rooted in those informal advisory relationships that develop between faculty and graduate students, serving a socializing role for students to the academic profession.
However, not all students receive this sort of guidance and attention: A key issue with this sort of informal mentoring is that not everyone benefits from it. As the research and best practice models in the field have progressed, however, colleges and universities have started to institutionalize formal mentoring programs for faculty, staff, and students.
Best practices for formal mentoring programs include incorporating frameworks and structures to maximize the likelihood of success for both mentoring partners.
These include articulating beginning and end dates for the mentoring relationship, providing training or orientation to the program, offering resources and support for the mentoring partners such as a handbook or guidelines, and providing some structured oversight to the relationship to ensure that mentoring partners understand the expectations and follow through.
These structures distinguish formal mentoring programs from informal mentoring relationships, which can occur at any time and often without oversight.
Mentoring relationships, particularly in the academy, are power relationships; the potential to use that power for harm is great. Formal mentoring programs can help to mitigate that potential.
Mentors ask thought-provoking questions, practice active listening, provide objective feedback and guidance, and model effective behaviors.
While mentoring uses many tools and resources, such as action planning tools and self-assessments, it is, at its heart, all about the intentional conversation.Though mentoring, coaching and counselling are all one to one activities, the tone and purpose of counselling is very different from that of mentoring and coaching.
While coaching is about increasing an employees performance, and focuses on tasks, counselling is about an employees behaviour. I typically refer to the ubiquitous term “coaching” to refer to any non-therapeutic development activity that may cross these boundaries of teaching, coaching, mentoring or counselling.
Extract from John’s bestselling Leadership Coaching Field Guide: “What’s Better Today?” How to Grow and Learn into the Leader You Can Be. The difference between mentoring, coaching and counseling.
Most people confuse the three terms and use them interchangeably. However, it can be clearly seen that the three carry different meanings. Coaching refers to the process that improves on performance by .
Mentoring, coaching and counseling are related concepts.
All three deal with a process of helping another person to grow and develop. In a work environment a mentor, coach or counselor is usually a person who is experienced in the area in which the competencies of a colleague still need development.
Leadership Development. Combining ° diagnostic tools, group workshops and one-on-one coaching, we assist new, high potential and experienced leaders to create environments in which their teams are motivated to perform at their best. Our pages What is Mentoring?
and Mentoring Skills set out an explanation of mentoring and what skills are required of a mentor.. This page explains more about the process of mentoring from a learner’s point of view.
In particular, it focuses on what a learner needs to do to get the most out of a mentoring relationship, and the skills that you will need to use to manage the relationship.