Mullins (2010) identifies learning organisations` need by stating that the principal theme of learning groups is that it is essential to have rapid learning as a fundamental element of organisational performance effectiveness. Thus, it is linked to corporate development. In the case where organisational change is needed, to improve efficiency and performance, there should be a ‘mentoring’ or ‘coaching’ programme in place while the organisation is required to fully understand the meaning of the terms as well as their expectations. Further, Mullins (2010) describes coaching as a relationship that is supportive and one whose aim is to create understanding, action and direction. Tannenbaum et al. 2003 say that literature and opinions fail to agree on the meaning of ‘mentoring’ and ‘coaching’ and argue that the occurrence of this problem happens at two levels. For instance, the first issue occurs when a disagreement arises between two or more authors, such a case is explained by Tannenbaum (2003), “within the action learning community (O’Neil & Marsick, 1999) and the mentoring community (Burke, McKeen & McKenna, 1993; Bova, 1987; Leibowitz, Kaye & Farren, 1986; Raffins & Cotton, 1993; Pollock, 1995; Riley & Wrench, 1985) regarding the constructs` meaning.” Secondly, some misperceptions arise when researchers make efforts to discover the connections and differences between the two terms, for example, Sperry (1996) claims that ‘coaching’ and ‘mentoring’ are identical whereas Chao (1998) classifies them as being different, thus, one can argue that a particular definition for the terms ‘mentoring’ and ‘coaching’ that has been universally agreed upon does not exist. However, the correctness of the definitions manifests itself by the manner in which an individual or organisation adopts their meaning while using their characteristics to realise their goal. Despite there being a misunderstanding regarding the two terms` explanations, Tannenbaum (2010) claims that both have a similar goal in that the two constructs describe some form of exchange between two or more individuals with the aim of development. From Klaus` (1981) description, a mentor is someone in a senior executive position who is capable of using their experience, gained over years of working, to counsel and offer guidance to younger individuals. ‘Mentoring’ and ‘coaching’ are both challenging but facilitative and supportive to the coachee/mentee (Mullins 2010). Also, a good rapport is essential in both for the establishment of effective relationships. One of the fundamental differences that exist between mentoring and coaching is as defined by Somers whereby the two are distinct in the way the wisdom flows with coaching extracting while mentoring inputs. In coaching, knowledge tends to be derived from the individual undergoing the exercise while being made more aware of what their capability capable. On the other hand, in a mentoring activity is based on the mentor`s expertise. Clutterbuck and Megginson (1999) differentiate the two by relating them to coachee and mentee respectively. As such, the authors assert that the primary difference between the two terms is that while coaching is mainly about the individual`s performance, mentoring is all-inclusive and focuses on the whole person. Additionally, both exercises are aimed to develop people, however, in practice, mentoring tends to result in a longer relationship compared to coaching.
Garvey (2009) argues against the likelihood of a widespread consensus being reached in relation to the definition of the terms ‘mentoring’ and ‘coaching’. Nonetheless, Garvey (2009) notes that the term ‘coachmentor’ appears to have widespread use in the UK and makes a suggestion that this could be the situation in the future.
To better bring out and demonstrate the similarities and differences that exist between coaching and mentoring, examples of the two in the workplace context can be used. Coaching in the workplace setting is carried out in a number of ways. To start with, coaching can be done through collaborative goal making. When the management of an organisation decides to adopt a coaching management model, the employees are allowed to give their input in the process of goal making (Serrat, 2009). By giving the employees an opportunity to participate in goal setting, the management can demonstrate to its workers that they are a fundamental part of the organisation`s business team compared to an organisational environment where workers are treated as lowly employees. Such collaborative goal making occurs in meetings in which all members of the staff are given a chance to give their input or can also be carried out digitally whereby the employee are allowed to share the goal ideas that they may be having with team leaders (Serrat, 2009). These ideas are then integrated into the organisation’s overall goals. This serves as an effective way of coaching the employees at the workplace whereby their skills such as goal setting are enhanced. Another example of workplace coaching is through ongoing training. In this type of training, employees are coached by making training at the workplace a continued focus (Viney & Harris, 2013). Rather than having a single training programme for the employees after which they are tossed out into the organisation`s workforce and never to undergo any training again, the management considers training as an ongoing process whose continuity should be ensured. In the presence of regular training sessions, the employees are equipped with the necessary knowledge required to craft a fruitful and supportive relationship among themselves as well as between them and the management. The training sessions focus on critical topics in relation to the employees which also serve to develop and improve their skills (Parsloe & Leedham, 2009). Feedback sessions are also key in employee coaching in the workplace. Since coaching can be described as an active process which is very different from the “passive” management employed in many small businesses (Wright, 2005), feedback is essential for effective coaching at the workplace. Therefore, to coach an organisation`s employees, one must offer improvement suggestions to them while providing all the necessary help they need to explore their full potential. This can be compared to the support given by team leaders in sports, in terms of guidance, to ensure that their athletes succeed. To offer maximum help and assistance, managers should engage in the coaching of their employees while arranging for feedback sessions that would allow face-to-face discussions between employees and the management. Consequently, this provides room for specific suggestions to be made regarding improvement. Employee recognition is also fundamental in coaching whereby the achievements of the staff being coached should receive attention (Naudé, 2016).
On the other hand, mentoring in the workplace shares some features of coaching but also differs from coaching in a number of ways. The similarities between the two are mainly related to the skills sets that are required for both mentoring and coaching. Similar to coaching, mentoring requires the use of strong communication and interpersonal skills. Besides, mentoring also utilises intentional coaching skills to reach its goals (Gormley, 2014). Further, coaching and mentoring may share the same objectives whereby the two may aim at increasing the personal effectiveness in relation to work within the organisation culture. As such, both can be considered as organisational resources that have the capability to enhance an employee`s personal learning and professional development while achieving the set goals. In both cases, the outcome is change in that mentoring and coaching ultimately lead to positive change. An example of mentoring in the workplace include empowering the employees to try. As such, an employee is allowed to have a view of what they can gain from a given action while ensuring that they are morally in line with the decision. They are given the opportunity to do the research themselves and are encouraged to try. Unlike in coaching, where the coach provides precise guidelines on how to succeed, in mentoring, the managers show their employees where to “look” but do not tell them what they are expected to see (Gormley, 2014). This is a clear distinction between the coaching and mentoring as in coaching; managers inform their employees about what they need to succeed in. However, similar to coaching, mentoring in the workplace involves engaging the employees and making them take ownership and receive credit for any efforts in their work.
The similarity and difference between coaching and mentoring can be illustrated by looking at an actual workplace such as in a letting agent. One of the similarities between the two terms in the letting agent is the fact that both aim at helping people grow their wealth and income by investing in property. Thus, at this point, the similarity between coaching and mentoring is clearly illustrated as the two aim at supporting success and advancement. Coaching in the letting agent takes place during sessions where return on investment (ROI) calculations are covered as well as other key topics in the letting industry such as property sourcing that is below the market value, how to engage in proper capital investment and how to drive deals in assets that lead to one`s door. Thus, in this case, it is evident that coaching provides ‘structured support’ to develop while developing awareness to find own solution. On the other hand, mentoring in the letting agent comes into play when individuals are encouraged to research on the possible ways that can help them stay ahead of the letting industry competition. Although options to success in the letting industry may be given, individuals are encouraged to try each and see the most appropriate for them. Therefore, unlike in coaching, where there is a higher level of formality and structured support, in mentoring, the focus is on giving direction and instruction. Thus, as illustrated in this example, there are aspects in which coaching and mentoring are similar such as supporting success and advancement while differences between the two are also evident where coaching offers structured support unlike mentoring which mainly involves providing direction and instruction both formally and informally.
As stated by Garvey et al. (2009), a good coach should keep away from providing answers but rather giving the coachee a chance to find appropriate solutions to their problems. In today`s management, managers tend to solve various problems, and in the case where a problem is presented to them from the perspective of a coachee, the managers try to efficiently and effectively get to the bottom of the issue in order to offer their opinion on how the problem can be addressed. A plethora of models has been presented by research which play a significant role in defining and understanding various aspects of effective communication. This includes models such as Berlo’s S-M-C-R model (1960) or Shannon and Weaver mathematical model (1964). Berlo (1960) proposes the existence of a lot of noise in communication which can be categorised in the interpretation stage whilst the message goes through. Message from the source is encoded, transmitted through a channel and then decoded by the receiver. The coach and coachee relationship, as explained by various research works, is more structured, professional and impersonal (Garvey et al., 2009). Shannon and Weaver`s model is built upon the previous work of Berlo and led to the introduction of the feedback loop.
Various fundamental knowledge, behaviours and skills exist that a coach should possess to enable them to serve their role effectively. Some of these include reliability, honesty, self-awareness, effective questioning and effective challenging skills as well as good communication and listening skills. Questioning skills entail the ability to apply various interrogation techniques while using intelligent questions. This involves effective use of open-ended questions as such an examination type encourages elaboration. Questioning skills also include the use of appropriate follow-up questions. Having good follow-up questions manifests a genuine concern and interest toward the individual. Additionally, good listening skills are demonstrated by having the ability to listen actively which is a vital aspect of coaching. Cook and Poole (2011) argue that listening entails more than just understanding what is being conveyed through verbal cues. By utilising such skills, a coach is able to make a conversation two-way where the coachee/mentee is offered an opportunity to open up and talk while being listened to without being interrupted. According to Murray (2002), communication skills play a critical role in the conversation between a coach/mentor and coachee/mentee as they help in getting urgent messages across to the intended individual. The coach or mentor should have the ability to relay remarks and feedback in a positive and constructive manner without demeaning the self-esteem of the learner. Further, an effective workplace coach or mentor should be in a position to manage and develop a mentoring relationship. To achieve such a relationship, the mentor or coach should encourage those in need of their services to start by assessing their own interest and readiness then selecting a mentor after which they get to know each other. Over time, the relationship between a coach or mentor and their clients grow, building trust, setting goals and keeping the relationship on track. An effective mentor or coach is also expected to have the ability to counsel and guide. In such a case, the coach or mentor is supposed to play the role of a sounding board, confidant and personal advisor to the coachee or mentee, especially since their relationship grows over time. The coach or mentor should help their mentee/coachee understand conflict and explore ways through which the problems can be dealt with. For instance, an effective mentor will use their ability to guide and counsel to warn their mentee about a behaviour that does not fit or is unacceptable in the culture of a given organisation. For one to serve as an effective coach or mentor, they should also be able to teach. This implies that such a mentor should find some pleasure when exercising the teaching aspects of mentoring meaning that they should not only impart the knowledge of the mentee but also share their experiences while recommending assignments. As stated by Bloom, Castagna and Warren (2003), there are various application of coaching and mentoring in any organisation. One of these applications includes the development of links to a good organisational manager. The authors argue that mentoring, coaching and good management share the same aims. In the three, there are efforts to maximise the potential of staff members and all employees. Coaching, mentoring and good management have also been said to share some common characteristics that include willingness to listen, a challenging and lateral way of thinking, openness to new ideas, encouraging the engagement of individuals in new work experiences, enthusiasm as well as making time available. Murray (2002), states that there is a school of thought suggesting that all managers should be mentors or coaches to their staff. The primary focus of this generative coaching is to ensure that there is a mutual learning process within the organisation. However, despite the highlighted similarities between a mentor, coach and a good manager, it is vital to acknowledge their differences as Murray (2002) argues that failure to do so can result in coaching and mentoring damaging a good manager. For instance, a manager may spend a lot of time coaching and mentoring specific team members while neglecting the rest of the team.
Dilts (2003) further states that coaching and mentoring helps to bring a coaching and mentoring mentality to a team. Such an attitude is fundamental as even the best coaching, or mentoring programmes cannot work effectively if the wider team does not support them. Dilts (2003) noted that danger might arise in that coaching and mentoring may be deemed as a management ploy rather than a method to encourage individual potential among the employees. To curb this challenge, Dilts (2003) suggests a number of ways that can be used. One of these includes the provision of sufficient information regarding the advantages of coaching and mentoring as well as an explanation of the things that can, and cannot be achieved through coaching and mentoring while providing a clarification of the people who can take part in coaching and mentoring programmes. It is also essential to ensure that there is flexibility to allow the viewing of the progress made. Whitmore (2002) states that coaching has its key element as awareness which he further claims to be a product of focused concentration, attention and clarity. To better put his point across, he argues that awareness encompasses more than just hearing and seeing in the workplace. In addition, it includes the gathering of relevant information and facts as well as the ability of an individual to determine the relevance of something. Hill (2012) recognises the significant role played by reflective listening skills in making one a competent coach. He explains that such skills can present an important advantage as by having the skills, the listener, in this case, the coach, will be in a better position to extract information, develop relationships between involved parties while actively arousing and channelling motivational energy. With this in mind, Hill (2012) highlights the dangers that come with the use of the reflective listening skills. For instance, a stereotyped reaction could result from the constant repeat of phrases like ‘you feel that…’ or ‘you are saying that…’ This could be taken by the coachee to imply that their coach is just making use of sweeping generic statements whose support and development is on an individual basis Reliability and honesty are also fundamental and help the coach in drawing up and sustaining professional relationships with their coachees and ultimately achieving the anticipated goal of serving effectively as a coach by massively contributing to the coachee`s development. In the case where the coachee fails to believe or trust the objectives of their coach, the relationship between the two is negatively impacted which in turn affects the desired outcome, coachee`s development, negatively.
From the definition given by Pettinger (1996), attitude is the moral, mental and ethical outlooks that an individual adopts towards others as well as the environments and situations they find themselves in. Mullins (2010) claims that a person learns attitudes through life and these attitudes are embodied within one`s socialisation process rather than just being individually formed. In support of this, Pettinger (1996) also states that attitudes arise as a consequence of interacting with others. From the perspectives of Bloisi (2007), values can be considered as stable and enduring beliefs of an individual regarding what is valuable, which influences behaviour and thought. Moreover, Dainty and Anderson (cited in Mullins, 2010) also emphasise values as guidelines used by a person in the making of choices. Mullins (2010) further states that values focus on what should be as well as what is desirable. According to Mullins (2010), beliefs concentrate on the known in relation to the world with what ‘is’ forming the centre while being concerned with ‘reality’ as it is commonly understood. Rokeach (1968) developed a value system (RVS) consisting of two value sets, the instrumental and terminal values and is basically a value classification system. Terminal values refer to the goals that an individual aspires to achieve in their lifetime such as freedom, equality and wisdom (Rokeach, 1973). On the other hand, instrumental values refer to the preferable behaviour modes such as independence, forgiveness and ambition. Allport (2011) maintains that the functional beliefs of human beings, which guide their cognition and the manner in which they understand things, are very powerful and operate without the awareness of the individuals. As such, by having a clear understanding of the cognitive process from which values, attitudes and beliefs are derived, one is able to identify the underlying personality and the real values that an individual holds as well as the effects of these functions on their behaviour
The knowledge, skills, attitude and behaviours needed by an effective workplace coach can be demonstrated by an actual workplace such as a letting agent. In the letting industry, coaching professional make use of their knowledge, skills, attitude and behaviours for effective coaching in the letting agency. Coaching in the letting agency focuses on maintaining a positive attitude during sessions while conducting activities in a timely manner to give the agent ample time for the provision of feedback. This implies that coaching in the agency uses feedback as an essential tool for maximum interaction between the management and employees. Further, the coaches make use of their communication and listening skills to build and develop strong relationships with their coachees. It is also notable that presence of good coaching in the letting agency plays a key role in determining the service quality of the agent. As an important skill, the coaches allow the agents to have a chance to review their contacts while allowing them to also express their views on their performance before engaging in a coaching session or programme. Another skill that is evident in the letting agency is that the coaches begin by acknowledging the efforts and success of the employees as well as recognising the achievements of the letting agent before embarking on a coaching session. Using their knowledge, the coaches help the letting agents with ideas about how they can get better in terms of performance. For instance, at a time when the letting agency had some challenges, the coaches demonstrated their excellence in relation to skills after providing the agency with recordings that addressed some of the major issues affecting the agency which were later followed by proper follow ups to get the necessary feedback required in the formulation of the way forward in the coaching process. The coaches also created room for collaboration with agents in the action plan development. Illustrating one of the key skills of a coaches, giving the employees the opportunity to give their input in the goal-setting process. During the coaching sessions, key areas that required improvement were identified and through collaboration, a clear plan that depicted how to achieve the agent`s set goals was developed.
Rea (2010) says that possibly the most widely known model of coaching, GROW was initially developed by Graham Alexander but was later championed John Whitmore who made it famous.
The model`s setting is in four stages as follows
• Goal- What one wants or where they want to be
• Reality- Where one is now or their current status
• Options-What one can do or what alternatives are available
• Will-What one will do and by when
Stage one involves the establishment of the goal. The goal should take the form of a SMART objective hence they should be specific, measurable, attainable, realistic and time-bound. This stage also involves the discussion of what the coachees want to work on as well as the established session`s purpose. It is vital to have the goals, aims and objectives identified at this stage. This helps in maintaining focus and ensuring that the conversation is on track. Stage one, establishing the goal. This goal should be in the form of a SMART objective, one that is specific, measurable, attainable, realistic and time-bound. At this first stage, it should be discussed what the coachee would like to work on and the purpose of the session established. Goals, aims and objectives need to be identified at the start of the conversation for the session to stay focussed and on track. The coach should have an appropriate selection of questions for the coachee to help in further and deeper exploration. After, the coach should provide the coachee with a summary of what they have discussed while clarifying information using questions like ‘is that right?’ In the second stage, the current reality is examined. After the clarification and establishment of the goal, it is fundamental to explore the current happenings or what has already happened. To achieve this, the coach can ask their coachee some practical questions that follow sequentially such as what is currently happening and the effect of this. It is imperative for the coach to have good listening skills as well as a viewpoint that is non-judgemental throughout the exercise. Additionally, at the end of the reality stage, the coach is expected to give feedback of the information provided by the coachee for clarity purposes. Phase three involves the exploration of options whereby, at this point, the coachee is expected to have a perfect viewpoint of the set goals and any related issues. The coach offers the coachee with the necessary help to enable them to find a variety of options to address their issue(s) while reaching the anticipated goal. To achieve this, a format of mind mapping or brainstorming could be of great help. Again, the coach is expected to ask their coachee appropriate questions to help in the inspiration and support of a variety of solutions. Such questions include what else the coachee is capable of doing, the obstacles that stand in their way, as well as which among the available options appeals the most. Additionally, a summary of the discussed issues should be prepared and made available to the coachee while clarification is vital to ensure correctness.
Stage four involves the establishment of will. This serves as the model`s final stage. The coach has a responsibility of ensuring that the options selected are the best and most appropriate for progress in order to achieve the set goals or successfully solve the problem at hand. Further, the coach should also test the commitment level of their coachee at executing the action plan agreed upon. The coach should go an extra mile to get their coachee develop the much-needed commitment to the specific actions proposed in order to move forward. This also serves as a source of motivation for the coachee. Again, a summary of the discussed and agreed issues should be prepared and presented to the coachee for clarification.
There are also other models that can be followed when formally coaching or mentoring and include OSCAR and GO MAD.
Starting with OSCAR, it is a model that has increasingly been accepted in the workplace over recent years. According to Carey, Philippon, and Cummings (2011), this has been as a result of managers understanding the power of questioning when it comes to raising awareness which has increased the popularity of OSCAR. The model was invented by Mark and Jackson (2000) whereby OSCAR is used to stand for Outcome, Scale, Know-how, Affirm and Action, and Review (Carey, Philippon & Cummings, 2011). The outcome is considered similar but differs from the goal in many of the coaching models. However, the outcome is deemed to imply more than just the coachee`s goal. It can be defined as the difference that the coachee and their colleagues expect to see following the coaching exercise. Scale is set up with a range of 0 to 10 in order to find what is working. Coachees rate themselves on the scale mostly at a value higher than 0, possibly 3. The know-how stage of coaching serves to establish what is ongoing so as one is at the value 3 on the scale and not at a lower value (Gilbert & Whittleworth, 2009). The know-how mainly focuses on “what works” or “what has worked in the past” rather than what is wrong or what would not work (Gilbert & Whittleworth, 2009). The affirm and action phase is the stage in which the coaches affirm the coachee`s positive qualities based on their observation during their coaching conversation. Naming and recognising these valuable qualities aids in building the self-belief of the coachee while also enhancing the coach and coachee relationship. On the other hand, action entails finding small steps to develop on what is already in progress. It has been established that small actions often result in great progress implying that since these actions have their basis on what is already working, one can confidently believe in their effectiveness. Consequently, the coachees will have a strong motivation to try out the actions after the coaching conversation is over. The review phase involves follow-up sessions with the aim of building on whatever is currently in progress.
GO MAD model focuses on the development of people`s capability to attain the expected results. The model offers an exceptional thinking system that is solution focused and research based and one that provides people with the appropriate skills and mindset that are useful in making major personal as well as business improvements (Stober & Grant, 2006). The mastering of GO MAD system is considered to be relatively easy making it possible to obtain results that are measurable within a short period. As stated by Blachowicz, Obrochta and Fogelberg, (2005) GO MAD Thinking System tries to answer the question about the simplest way in which the success process, which people naturally make use of when making a difference, can be explained. “Making a difference,” as employed in this model includes all aspects of improvement, development and change (Lennard, 2013). After the mastering of the GO MAD Thinking System, it can then be used in any problem or situation in an individual’s personal life or business to increase the likelihood of success. Lennard (2013) argues that though the GO MAD Thinking System development was not originally as a coaching model, it can be used to attain measurable results in an organisation and on a day to day basis.
On comparing the three methods, GROW, OSCAR and GO MAD, a number of similarities and differences can be found. One of the major similarities between these coaching models is that all emphasise the need to have the coach asking all the appropriate questions to help them in drawing out enough knowledge from their coachee. Some of the characteristics that all the coaching models have include establishing a role for the coach, choosing instructional strategies, reflecting on instructional quality, making instructional plans as well as assessing coachee`s learning and development (Dembkowski & Eldridge, 2003). The OSKAR model has a key advantage in that it utilizes a collaborative approach whereby there is the discovery of the team members` need, what they perceive as attainable as well as strategising how the expected outcome will be achieved. Also, the OSKAR model stresses on continuous progress and positive achievement which is more motivating compared to a case where problems that need to be resolved are simply highlighted. Focusing on attainable success as well as moving forward can serve as a source of empowerment for the people undergoing a coaching programme. Additionally, having higher morale encourages greater confidence and better working relationships which inspires creativity in the organisation. However, if too much focus is put on the Affirm phase of OSCAR model, at the expense of feasible solutions, there is the risk of concentrating on the positive aspects of the coachee`s behaviour and performance and thus not addressing the existing negative aspects (Dembkowski & Eldridge, 2003). Therefore, though the OSCAR model a suitable coaching model that allows the coach to focus solutions, it presents the risk of putting too much focus on the Affirm component the coachee`s negative aspects may be neglected.
Among the three coaching models, GROW is considered the standard coaching model (Blachowicz, Obrochta & Fogelberg, 2005). It was developed to help managers adapt to the use of a given structure for the coaching exercise qualified coaches and managers can make use of the GROW model in an effective manner by taking their time to ensure depth at all the four stages of the coaching model. However, it is notable that less competent or too busy managers and coaches may tend to skip through the model stages a scenario that could lead to a number of things. First, skipping through the stages of the GROW model can result in goals and objectives being accepted without looking into the validity of the motives behind the desire to achieve these objectives. Secondly, when managers or coaches skip through stages, the performance gap that exists between the current situation and what is being desired may not be fully understood. Also, such actions may result in a lack of proper exploration in the model`s Opinions phase implying that only a number of options and possibly the traditional options that have been tried and tested are highlighted. Further, skipping can lead to spending short time checking the employee`s motivation to help in moving the proposed actions forward and also in discussions about how managers will provide the much needed onward support. Thus, it can be said that the GROW model provides a good structure but may fail to deliver enough discipline for the busy managers and coaches to ensure that there is sufficient depth of support and understanding (Stober & Grant, 2006).
The application of the GROW model is evident at the letting agent. The managers believe that GROW coaching model is one of the key reasons some lf the desired outcomes are not met. This is because the GROW model clearly outlines the steps that should be followed in an action plan while exploring the current reality, breaking down any potential barriers and hence paving the way towards the organisation`s desired outcomes. In the letting agency, managers make use of the GROW model to encourage effective changes to the current investment reality. Using the model also, the managers are able to bring some clarity in the organisations desired goals while motivating people to have confidence in their abilities. Thus, the application of GROW model in the letting agency helps to overcome uncertainty, fear and procrastination by gradually aligning the organiaational goals with the current life reality in the industry. Some of the main scenarios in the letting agency where the GROW model is applied include in performance appraisals and meetings. In the performance appraisals scenario, the coaching approach that is utilised is one in which the appraisee is assisted by the appraiser to provide answers and the goals of an agent are agreed. The agent`s attitude is explored and their investment options discussed to identify the particular action needed. Additionally, in the letting agency`s meetings, the GROW model plays a significant role in giving the meeting an element of focus. This not only ensures that the meetings are kept on track while reaching meaningful conclusions but also serves to involve the participant`s commitment throughout the meetings through a coaching approach. In conclusion, as demonstrated herein, there are various similarities and differences of coaching and mentoring within an organisational context. Further, this paper has illustrated that an effective workplace coach or mentor requires to have some specific knowledge, skills attitude and behaviours while also, various models of coaching can be applied when formally coaching or mentoring in the workplace.
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