Critically analysing performance as a mentor

What Makes a Good Mentor? A mentor may draw on a number of approaches:

Critically analysing performance as a mentor

Explore our related content Coaching and mentoring can be effective approaches to developing employees. Both have grown in popularity, with many employers using them to enhance the skills, knowledge and performance of their people around specific skills and goals.

This factsheet offers a definition of coaching and mentoring, distinguishing between the two and emphasising the need to link with overall learning and development strategy. It looks at those typically responsible for coaching, both internal and external to the organisation, and how to develop a coaching culture.

Deciding when coaching is the best development intervention is key to harnessing its potential. CIPD viewpoint Coaching and mentoring are now used by employers as a widespread development tool. Coaching interventions are particularly appropriate for challenging times because they are flexible and low-cost.

Ensuring that mentors and coaches have the appropriate skills is crucial. Log in to view more Log in to view more of this content. Please note that some of our resources are for members only. What are coaching and mentoring? While the focus of this factsheet is on coaching, much of it also applies to mentoring.

Coaching aims to produce optimal performance and improvement at work. The process typically lasts for a defined period of time or forms the basis of an on-going management style. It focuses on improving performance and developing an individual.

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Personal factors may be included but the emphasis is on performance at work. Coaching activities have both organisational and individual goals. It provides people with the opportunity to better assess their strengths as well as their development areas. This can be line managers and others trained in coaching skills.

Mentoring in the workplace tends to describe a relationship in which a more experienced colleague shares their greater knowledge to support the development of an inexperienced member of staff. It calls on the skills of questioning, listening, clarifying and reframing that are also associated with coaching.

One key distinction is that mentoring relationships tend to be longer term than coaching arrangements. In a succession planning scenario, for example, a regional finance director might be mentored by a group level counterpart over a lengthy period to develop a sound approach to dealing with the board, presenting to analysts and challenging departmental budgets.

More information on mentoring approaches to develop individuals for key or leadership positions can be found in our succession planning factsheet and in our report Attitudes to employability and talent. CIPD members can make use of their mentoring skills in helping young job seekers into work through our Steps Ahead Mentoring campaign.

Our research published in Volunteering to learn: Evolving roles, enhancing skills that coaching is seen as an increasing focus for organisational learning. The aims of workplace coaching can include: Although coaching is widespread within organisations, there are challenges about how best to manage and deliver it.

These include confusion over exactly what coaching involves, how best to manage the stakeholders in the process, when coaching is or is not an appropriate intervention, and how to work effectively with a complex external coaching industry.

While some organisations hire external coaches, particularly when coaching those in very senior management or leadership positions, line managers are often expected to operate internally in a coaching capacity in the workplace. Peer coaching, particularly by those with a known specialism, is also an option.

These phases of coaching are all driven by the organisational context, including:Analysis of mentoring, coaching and counselling. Print Reference this. Disclaimer: Coaching is a process that enables learning and development to occur thus performance is seen to notably improve.

Thus being a coach can be defined as one who primarily helps in the development of performance in a specific skill area. The mentor-mentee. Students' and Mentors' experiences of mentoring and learning in practice during the first year of an accelerated programme leading to nursing registration.

Critically analysing performance as a mentor

QA Mentor’s Performance Graph and Analysis Report is a specialized document that captures, describes, and illustrates our findings from an in-depth Performance Test.

Depending on exactly what was being tested and the associated requirements, any or all of the following could be included in the report.

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The State Department in Hawaii has just such a long-term, quality, critical thinking program (see "mentor program"). So that's one model your readers might look at. So that's one model your readers might look at. Depending on the resources and needs of the organization, a training analysis can range from a very detailed inventory of skills to a general review of performance results.

The more complete the training analysis, the more likely that the employee's training will ultimately contribute results to the organization.

Using this analysis critically review your strengths and weaknesses in relation to your skills, behaviours and knowledge as a coach or mentor Reflections on your performance as a mentor or coach.

Reviewing Own Ability as a Management Coach or Mentor Last modified by.

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