Oxford Learning Institute

April 2007

Good Mentoring and Coaching Practice [1]

Purpose

The terms ‘mentoring’ and ‘coaching’ are used differently – and often interchangeably – in different contexts. Within the Management and Leadership Development Strategy (MLDS) at Oxford we use ‘mentoring’ to imply a medium term relationship between two people focusing upon one of the pair’s development as a manager in the round, and ‘coaching’ to suggest a shorter term relationship that focuses on specific aspects of a manager’s role. A mentor’s role, for instance, will involve working with one ‘mentee’ as they take on a new management role or with a more established manager on how they might move towards taking on a more senior position; a coach’s focus might instead be on developing one or two areas of skill – how, for example, a manager deals with the range of demands upon their time or how they might improve skills in strategic planning.

Within the MLDS, therefore, we see mentoring as focusing on a person’s overall development as a manager and coaching as directed at specifics. We are aware, though, that the one can run into the other. Pairings can include elements of both coaching and mentoring; for example, within a mentoring relationship, the mentor might seek permission to undertake coaching relating to a particular skills need, and a partnership conceived as coaching might include, at times, consideration of someone’s broader development. Most crucial is that both parties reach agreement concerning the work to be done, however the pairing is labelled.

For the remainder of the document, for ease, we use the terms ‘mentoring’ and ‘mentor’ to encompass both activities.

Principles of good mentoring practice

  1. The mentoring partnership is voluntary for both parties.
  2. Both parties take equal responsibility for the progression of the mentoring: the key task for a mentor is support the mentee in identifying and clarifying their development needs while the mentee’s role is to seek to address them.
  3. The relationship will normally be outside any current hierarchical relationship (e.g. that between a manager and member of staff, or between a research group leader and research group member).
  4. Effective mentoring involves both supporting and challenging the mentee.
  5. The mentor does not act on behalf of the mentee. It is the mentee’s responsibility to take action and, where relevant, the mentor’s to assist the mentee in reaching decisions about action and/or reflect upon the consequences of such action.
  6. Any matters discussed between the mentor and mentee are confidential.
  7. The mentor and mentee respect each other's time and other responsibilities, ensuring that they do not impose beyond what is reasonable.
  8. The frequency and length of, and venue for, meetings are mutually agreed, along with the level and means of contact between meetings.
  9. The partnership lasts for an agreed time period, whereupon it is reviewed and can then be continued or terminated.
  10. Both mentor and mentee share responsibility for the smooth winding down of the partnership once it has achieved its purpose.
  11. Either party may terminate the partnership after discussing the matter with the other first, ensuring mutual respect and understanding of the conclusion.

Role of a mentor

The following is an – incomplete – list of the potential objectives that a mentor might seek to achieve with a mentee:

  • Encouraging the development of self awareness;
  • Assisting the mentee in identifying their development needs;
  • Helping the mentee plan their work;
  • Helping the mentee learn from mistakes and setbacks;
  • Building confidence and motivation.

These objectives might be achieved through a range of complementary processes and approaches, such as:

  • Using reflective questioning to both consider barriers and ascertain solutions;
  • Exploring with the mentee a range of ideas and methods of working before they make a final decision on their implementation;
  • Challenging assumptions;
  • Acting as a sounding board;
  • Referring the mentee onto other sources of information;
  • Dealing sensitively with beliefs, capabilities, aspirations and learning styles;
  • Creating an open and relaxed relationship to help build confidence and trust that will enhance the learning process;
  • Providing guidance;
  • Celebrating successes.

Role of a Mentee

The success of a mentoring partnership will depend significantly on the attitude and commitment of the individual being mentored. A committed mentee will:

  • Take responsibility for their own development;
  • Understand that the role of the mentor is to challenge and encourage but not to provide answers;
  • Prepare for meetings beforehand;
  • Be willing to learn and be open to suggestions;
  • Note and implement action points;
  • Recognise when the mentoring partnership, having achieved its planned objective/s, has reached its conclusion.

Operation of the scheme

As suggested in the ‘Principles’ section above it is good practice for both parties at the outset to discuss and agree how the mentoring will work. The areas to cover are:

  • How frequently the mentor and mentee will meet. We suggest that it is difficult to build momentum on anything less than three times a year. Sometimes the meetings will be significantly more frequent, especially early on;
  • What each expects of the other;
  • Confidentiality;
  • The extent to which the mentoring is undertaken through email and telephone contact as well as or instead of face-to-face contact;
  • The venue for face-to-face meetings, which needs to be sufficiently private and a place both parties are sufficiently at ease in.

1

[1] Informed by guidelines produced by King’s College, London. Downloaded 13 March 2007