In the last month, I have had cause to reflect on the distinctions between training, coaching and mentoring as my perceived (in)ability to coach and to mentor were judged on how I functioned (successfully) as a trainer - without those who made the judgements, sampling my coaching style! It was uncomfortable to be judged in this way and especially since I have spent the last 3 years studying how to become an effective mentor and coach! I have a deep belief in the power of coaching and mentoring to really strengthen learning after training in work settings and have even co-authored a mentor training model.
It is my view that in many large group training events you cannot show up as a coach, you show up as a trainer. This is especially important if the aims of the training link to specific skills development where there is usually a better or worse way to do something and when you have been hired due to having specific expertise. In my field, I think sometimes we are shy of saying to peers that the way they are doing something is not as good as it needs to be and discuss how to improve it - (or will not meet the aims and objectives they aspire to). In the same way that two chefs with the same ingredients can produce very different results so too can facilitators of children's participation work. Its not about the theory its about the practice and I am interested in promoting excellent practice. Sometimes I achieve it and sometimes I don't and I am my worst critic.
There is a case for a trainer offering one to one or small group coaching sessions during training and this can work unless there is insufficient time to ensure those coming to the coaching are simply expecting one to one TRAINING inputs. If what you offer is coaching then you might have a frustrated client on your hands wanting your input and expertise and not getting it! My strategy in this case is to try to understand at the start of the coaching session what the client needs and wants and tailor my role to this and to the time available. Sometimes this means I show up in those meetings as a trainer and sometimes as a mentor and sometimes as a coach.
I came across the ideas below from www.wishfulthinking.org and I think it sets out the distinctions nicely. I have modified it a bit and left out the distinctions between coaching and counselling that you can find if you view the full article.
Coaching is not Training
While training and coaching both promote learning, they do so in different ways:
- Training is about teaching specific skills or knowledge vs Coaching is about facilitating someone else’s thinking and helping them learn on the job.
- Training usually takes place off-site or in dedicated classes vs Coaching takes place in the workplace and can be integrated into day-to-day workplace conversations.
- Training is more typically carried out in groups vs Coaching is usually a one-to-one or small group process, tailored to individual needs.
- Training is usually delivered by an external consultant or dedicated internal trainer vs Coaching can be delivered externally or by a manager trained in coaching.
Although they are distinct activities, these two approaches are complimentary. One classic obstacle encountered in training is the difficulty of transferring skills and enthusiasm from the trianing room to the workplace. Coaching is an excellent way of helping people apply what they learn from a course to their day-to-day work.
A research study found that post-course coaching had a dramatic effect on the effectiveness of one taught program. You can click on this here.
Coaching is not Mentoring
There are some superficial similarities between coaching and mentoring, as they are both typically one-to-one conversations aimed at facilitating professional development, but there are also significant differences: A Mentor is usually a more senior or more experienced person who shares experience and advises a junior person working in the same field. A Coach is not necessarily senior to the person being coached, and not typically give advice or pass on experience; instead s/he uses questions and feedback to facilitate the other person’s thinking and practical learning.
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