Posted at 11.14.2018
This paper will critically determine the main approaches to training and mentoring; identify information needed to establish and put into practice effective strategies for coaching and mentoring; it will also identify the primary barriers and blockages to effective coaching and mentoring; and finally, it will extend on certain requirements of an efficient instruction and mentoring strategy.
This paper will provide answer to the following questions:
Identify and critically analyse the barriers and blockages that may occur to the successful execution of a coaching and mentoring system at Coca-Cola Foods
Identify management strategies that might be used to triumph over blockages.
Discuss the role played out by key work environment stakeholders in enabling a learning culture at work and identify how they may be used to help ensure that coaching and mentoring plan was totally accepted and permitted to run efficiently.
According to a journal from the (CIMA) website entitled "technical briefing: mentoring and training (2002)", there is no universal description for either of the terms (coaching and mentoring), as it can be defined differently in several contexts. For example: in Australia, outrageous life coaching may very well be associated with humanistic mindset, whereas in the UK, is more likely to be associated with fringe medication (Clutterbuck, D. , 2008). However, in this paper coaching and mentoring is discussed in an organisational framework.
The Chartered Institute of Employees and Development (CIPD) factsheet (2011) identifies instruction and mentoring as a development approach used to improve an individual's skills, knowledge or work performance based on the use of one-to-one talk.
Parsloe (1999, p8) identified instruction as, ". . . a process that enables learning and development to occur and thus performance to improve". He also added that in order to become a successful mentor, one will need a comprehensive understanding of the many process, styles, skills, and techniques appropriate to different training situations.
On the other hands, "mentoring relates mainly to the id and nurturing of potential for the whole person" (Megginson & Clutterbuck, 2005). In other words, a mentor functions as an adviser, counsellor, role model, and also, helps your client create a wider network that to learn and affect.
The table below shows the dissimilarities between instruction and mentoring (Clutterbuck, 2008; Praxis Newspaper 14, 2007; CIMA Complex Briefing, January 2002).
Addresses performance in some aspect of an individual's work or life.
Often associated with the whole development and job progress of an individual's work or life.
More task-oriented, skills-focused, directed and time-bound.
More open-ended personal development.
Focuses on achieving specific aims, usually within a preferred time frame.
Follows an wide open evolving plan and deals with a range of issues.
In some instances, instruction and mentoring talk about some common features such as:
Both training and mentoring has to do with asking the right questions in order to generate individual self-awareness which can, subsequently, lead to prepared decision making, at whatever degree of concern.
They both give you a medium for evaluation, representation and action that ultimately allows the individual to improve in a single more areas of their life or work.
Coaching and mentoring are both linked with organizational change initiatives in order to help personnel to simply accept and adjust to changes in a way consistent with their personal values and goals.
Several organizations use instruction and mentoring programs as a simple area of the human reference development procedure (Ensher & Murphy (2010).
Organizations benefit from training and mentoring programs as employees increase their sense of devotion and commitment as a result of effective communication (Ensher & Murphy (2010).
Coaching and mentoring programs are also used as a tool by organizations to entice new employees, and for the retention of high potential skill.
Coaching and mentoring programs offers a precautionary option to improve performance before it becomes costly to the organization (Praxis Newspaper 14, 2007).
With today's complicated and fast-changing working environment, self-awareness, trust and connections between professionals and employees is essential. Therefore, instruction and mentoring programs offers a two-way marriage with both the individuals and the organizations, providing the chance to address such issues in a non-threatening way (Praxis Newspaper 14, 2007).
It has been explained that instruction and mentoring is seen as different styles on the continuum, with different strategies being suitable in several circumstances (Praxis Paper 14, 2007).
Figure 1: The Instruction/Mentoring Continuum (Praxis Paper 14, 2007)
Skills Performance Potential Personal
Finite/concrete Role/competencies Organic/evolving
The most appropriate approach depends on the main aim of the intervention. These could be:
Develop their skills: the instructor usually has will a whole lot of "revealing" and has specific and clear goals how to develop the coachee's skills. Generally in most occasions, they may have the skills in the related field and want to go away it on.
Improve their performance: the mentor usually pays off particular attention to the behavior of the coachee, allowing the mentor to observe any "obstruct" that can influence the coachee's performance. The GROW model can be employed in this example. The GROW model is a performance coaching model where the coach asks some questions associated with the coachee's Goal, their Fact, their Options and their Will.
Maximise their potential: in this process, the coach targets helping the coachee to increase and extend their human capacities aiming at producing information that allows them to see their situation from some other and wider perspective. A tool you can use in this example is the OSKAR model (Results, Scaling, Know-how and Resources). This model focuses on bringing out the prevailing skills and capabilities of the coachee to attain their self-defined goals.
Proactively become the person they would like to be: this process offers the coachee an opportunity to stretch and test themselves to learn. The instructor usually focuses on the coachee's expereince of living (not only work) and does indeed a whole lot of requesting questions and hearing. A suitable model because of this approach would be the co-active, as it balances is the four spot coaching stones (your client is normally creative, resourceful and whole; it addresses the client's very existence; the agenda originates from the client; and the relationship was created alliance) to revive and give gratifying so this means to the client's life.
Burley & Pomphrey, 2011cited in Clutterbuck (2003), identifies three main periods for producing and implementing effective coaching and mentoring as: context, process and results. These stages will allow the coach decide on the appropriate strategy well suited for the intervention.
An example of a typical training and mentoring process includes (Friday, E. & Fri, S. S. , 2002):
Identifying the many target audiences the programs are to provide;
Identifying the conditions for selecting mentees and mentors;
Recruiting experienced mentees and mentors;
Interviewing and selecting mentees and mentors;
Matching and training mentees and mentors;
Evaluating the mentee-mentor experience.
To address the first question, this section will briefly describe the company (Coca-Cola Foods) and the coaching and mentoring design implemented, it will also identify the barriers and blockages that was encountered in this process.
Coca Cola is the number one manufacturer of carbonated drinks and also one of the most recognizable brands in the world and in the world. With their head office is situated in Atlanta Georgia. Coca-Cola offers practically 400 different products in more than 200 different countries. 70% of its sales are generated outside of THE UNITED STATES. Production is based on the franchise system
Human Learning resource Development is recognized as a key to building competitive benefits in Coca-Cola Foods. The business views coaching and mentoring as a tool for directly enhancing performance that is to continuously build employee's skills to be able to the creation of an high-performing organization. Challenging Coca-Cola was facing was the battle to maximize and/or enhance their Human Resource Development's contribution to business success.
In order to deal with this challenge, the company created something of mentoring programs tools including one -on-one mentoring, group mentoring and mentoring self-study. Up with the next approaches:
- To fortify the website link between business strategy and developmental concentration;
- To involve leadership of the business in all aspects of development;
- To use a variety of developmental tools to match personal and organizational needs better.
The main aim of the instruction and mentoring program at Coca-Cola is to help the individual (employee) better understand the business and his / her role in it.
However, the case study focuses on the training and mentoring processes used by this company to develop their employees. To maximize the advantages of coaching and mentoring, Coca-Cola Foods trains professionals to establish a communication environment of shared value that is problem-focused and change-oriented.
Some of the instruction and mentoring models utilized by Coca-Cola Foods in their training programs are:
The Hersey-Blanchard model with its focus on both job and support skills as a requirement of good coaching. This model targets using different command styles. For instance, rather than using just one single style, the model stimulates successful leaders to change their leadership styles based on the maturity of individuals they're leading and the facts of the task.
Also, the company uses Front-line Control programme which has basic principles determining the firmness and style of the chat, and then other modules centered on the platforms for communicating to enhance performance. The Front-line Control series obviously advocates mutual goal setting techniques, debate and problem resolving in a atmosphere of trust and collaboration.
When a instruction and mentoring program is initiated in an organisation, it's important to understand the potential barriers that might occur for both associates of the partnership. Considering these in advance and directing them out to the mentor and coachee may help to overcome them at an early stage.
The incorrect matching of mentors/mentors and coachee/ protgs;
The insufficient managerial support;
The resentment believed by those not involved in the coaching and mentoring programs, perhaps anticipated to a perception or favouritism;
The creation of phony promotional targets;
The overdependence of the coach or mentee;
Blurring of role boundaries
There are a number of factors which will contribute towards a successful relationship between mentor and mentee during the instruction and mentoring processes:
Commitment and interest of the individuals involved
Sufficient resources and organisational support
Taking a holistic, personal approach
Embedding the procedure in the organisational context
Skills and connection with instructors and mentors
Recognition of cross-cultural issues
Ensuring an permitting external environment.
There will vary ways a mentee can be reinforced, checked, motivated and given constructive opinions. With each strategy, it is important to be aware of its purpose, appropriateness, the likely impact and its own value to the mentee.
Strategies range from:
Giving advice - offering the mentee your opinion on the best course of action.
Giving information - presenting information on a particular situation (e. g. contact for reference).
Taking action in support - doing something on the mentee's behalf.
Observing and giving opinions - work shadowing and observation by either or both get-togethers. Observation in conjunction with constructive responses is a powerful learning tool.
Reviewing - representation on experience can form understanding allowing someone to consider future needs, explore options and strategies.
The collection of strategies can be led by a number of factors, such as:
Values and concepts underpinning the mentoring plan - in this case, encouraging self sufficiency and empowerment.
Shared understanding between mentee and mentor of the reason behind the mentoring marriage.
Quality and degree of the professional marriage.
Level of experience and need of the mentee.
Level of mentor's own awareness and comfort with the mentoring process
Managers will demand the following skills for them to be good instructors and mentors:
It is essential for professionals to see the value and understand the importance of developing individuals, teams and the entire organisation.
The primary relationship in any instruction or mentoring plan is between the trainer/mentor and the average person, but this may well not be the sole important romantic relationship. Other key stakeholders like the people representing the organisation's hobbies, generally an HR and/or learning and development specialist, and the individual's director. Many of these parties are thinking about increasing the individual's performance and therefore their contribution to the organisation.
In the situation Coca-Cola Foods, a ten-part instruction and mentoring design was initiated. Most facilitated mentoring programs have a formal process which defines each step and audits the ongoing success of the program. Although these procedures will differ slightly in that they treat the needs of the stakeholders, most programs generally follow methods similar to those below:
Mentees recognized: in this task, Coca- Cola Foods identifies the group of men and women who meet the criteria for the mentoring programme. This can be done in a variety of ways taking a look at certain job levels, departments, staff characteristics, etc. After the aim for group is described, specific mentees can be recognized with them volunteer, be nominated with a employer or other sponsor.
Identify developmental needs: the developmental needs are determined and a person development plan is ready in this stage. This can be done by getting the mentees disclose what they think are their developmental needs, having bosses determine these needs, and/or having skill deficiencies disclosed through assessment.
Identify potential mentors: this task produces a pool of people who can provide as mentors. They may volunteer for the role, may be chosen with a mentee, or may be recruited by older managers. Ahead of selection, a mentor's general ability and willingness to take care of the role should be assessed.
Mentor/mentees corresponding: a coach is determined for a particular mentee after considering the skills and knowledge needed by the mentee and the power of the mentor to provide practice or guidance in those areas. Compatibility of styles and personalities can be critical.
Mentor and mentee orientation: before the start of mentoring romance, an orientation is performed for both mentors and mentees. For mentors this orientation covers time commitments, types of activities, time and budget support, the partnership with the natural employer, reporting requirements and the mentee's responsibility for the development.
Contracting: a specific agreement can be an essential basis for a good mentoring romance. It offers a development plan, confidentiality requirement, the period of the partnership, regularity of the conferences, period to be invested in mentoring activities by each party, and the role of the mentor.
Periodic conferences: most mentors and mentees meet for performance planning, training, and feedback trainings. The occurrence can be dependant on the type of the partnership and by geographical closeness. At these conferences, both people are candid about improvement of the procedure.
Periodic information: it'll be easier to evaluate the success of the mentoring programme if periodic status information are by both the coach and mentee. With regards to the level of formality in the program, this task may or may not occur.
Conclusion: a mentoring relationship concludes when the things delineated in the original agreement have been accomplished or when time/business/budget constraints will prevent the relationships from continuing. It could also be concluded when one of the match feels it is no more productive to allow them to work together.
Evaluation and follow-up: after the relationship concludes, both the mentor and mentee are questioned, via interviews or other evaluation instruments, about the value of the procedure, timing, logistics, time constraints and other valid concerns which could affect the mentoring process.
Communication is a performs a major role in building a coach/coachee romance. Both gatherings can reap the benefits of analysing lots of key skills (lively being attentive and questioning).
Active hearing is the capability to listen and internalise what is being said, essentially listening and understanding. You can use your whole self applied to convey the meaning of an active listener involved in the discussion, demonstrating interest, getting trust and esteem. This can be attained by using verbal and non-verbal communication.
Questioning, if used effectively, is an extremely useful and powerful tool. It allows the mentee-mentor romantic relationship to develop, assisting the mentee in exploring and understanding their experience with the hope of formulating avenues and actions for future years.
The implementation of coaching and mentoring programmes at Coca-Cola was successful, as these programs helped fortify the company and also fostered professional growth and development for the employees. Since there is significant amounts of evidence regarding the important efforts which mentors make to career success, and because Coca-Cola has linked both coach and coaching programs to business goals, it would seem that Coca-Cola Foods' way is in line with both the medical proof and with recent proponents of attaining competitive advantage through people.