The Potential Contribution Of Coaching And Mentoring In Talent Development Programs

Evaluating various models of coaching and mentoring and their potential usage in talent development program

A three stage model can be implemented as an effective mentoring program. Theeboom et al. (2014) stated that this model includes three major stages. They are such as exploration, new understanding and action planning. Allen et al. (2014) mentioned that each of these three stages have different responsibilities for both mentor and mentee. These stages are mentioned below in table:

GROW model is developed by Jhon Whitemore in the year of 2003. It is a model of coaching that can help to find out the potential of an individual using a cycle. It includes factors such as Goals, Reality, Opportunities and the Will to commit.  There is a figure given below to discuss different factors of GROW model. 

1. Boyatzis’ Model of Intentional Change

This model helps to develop formula for long lasting change of behaviour.

• First find out the vision of ideal self
• Requires some honest assessment
• Comparing the real and ideal self by analyzing the strengths and gaps. Depending on that learning agenda had to be formulated.
• In this stage, there are some opportunities of experiment
• Developing trusting relationship and support. Al Ariss et al. (2014) stated that, it not only helps to support others but also to support the individuals as s subject learning coach.

1. Joyce and Showers model

Joyce and Showers had studied 200 training and education programs for tutors related with change practice. From their observation, it had been found that without per observation and peer coaching, no measurable impact can be found on practice. According to this model, coaching provides the opportunity to reflect on individual performance and helps to develop a supportive climate. Depending on their research, they had asserted that after having a continuing professional development (CPD), practitioners must receive coaching program. It will help to develop positive impact on their performance. Without appropriate coaching program, there will be much less impact.

1. Johari Window model

Johari Window had proposed a model to describe the whole self of an individual. They are such as public self, blind self, private self and unknown self.   

This model is a major way to explore personal role, self image, behaviors and traits. According to this model, there are two factors flow above the waterline. They are such as skills and knowledge. On the other hand, blow waterline, there are some factors more difficult to develop. They are such as social role, self images, traits and motives.   

Providing coaching to employees and others is an increasingly critical skill for line managers. Al Ariss et al. (2014) stated that, it can make huge difference in an individual’s ability. There are seven major competencies that line managers need to fulfill to enhance their coaching and mentoring. They are such as ability of emphasizing, skill of listening, capacity to challenge and confront ability of problem solving, skill of giving feedback, empowerment capability and mentoring skills. There is an example given below to show how line managers can have these seven competencies.  

Ability of emphasizing

• Line managers have to make them fully available and accessible for employees, so that they can talk to them anytime.
• Line managers have to be fully trusted to keep a secret. It will motivate employees to share important information with the line managers (Allen et al. 2014).

 Skill of listening

• Garvey et al. (2014) stated that line managers have to listen to understand the problems of employees rather than giving reply to them.
• Line managers need to develop a positive climate for peoples associated with the organization.

Capacity to challenge

• They have to encourage employees to seek feedback from their peers on their performance and their behaviour
• Line managers have to challenge their employees to take difficult tasks.   

• Line managers have to point out various ways to employees to tackle their problems
• McNamara et al. (2014) mentioned that, before finding solution for a problem, line managers must have help their employees to understand facts and data related with their issues   

• Line managers have to provide concrete example in their feedback so that employees can easily understand and implement in their work.
• They need to provide new point of views to solve old issues (Zan and Donegan-Ritter 2014).  

• Garvey et al. (2014) stated that, line managers have to encourage employees to look for new learning opportunities.
• However, Ellinger and Kim (2014) argued that, line managers should avoid to specify how things should be tackled or done.   

 Mentoring skills

• Line managers have to encourage their employees to set their improvement targets and help individuals to reach their target.
• Look for ways so that senior employees can mentor, support and help new and inexperienced employees (Stout-Rostron 2014).   

Grant (2014) stated that coaches and mentors are mainly the part of management team of an organization. For this reason, they must have effective leadership qualities. Lochmiller (2014) mentioned that that effective leadership quality includes some major coaching skills to support talent development within an organization. They are mentioned below:

All line mangers have to be people oriented and they must have effective interpersonal skills. Csikszentmihalyi and Robinson (2014) mentioned that in order to support talent within an organization, the connection between coach and learner has to properly developed. Development of comfortable environment within an organization is one of the major ways of rapport building.  

Three stage model of mentoring

Csikszentmihalyi and Robinson (2014) mentioned that, as coaching of talent management involves lot of discussion and open conversations between line managers and employees, the line managers must have effective communication skills. This skill is specifically important while providing feedback to employees.     

Zehntner and McMahon (2014) mentioned that active listening is very important for coaching. It helped mentors or coaches to understand the major issues faced by employees that reduced their skills and performance. It has been found that paraphrasing can be used by line managers to show their understanding about the discussion topic.   

There are some strategies given below to support training and coaching mechanism required for talent development program of an organization. It includes strategies such as setting goals, providing feedbacks, celebrations and rewards and collaborations.  With the help of Johari Window model, employees are asked to develop self assessment. After that Boyatzis’ Model of Intentional Change will be implemented to find out the change requirements. Depending on that personal goals will be set. After that line managers will provide feedback about their performance. If they depict positive performance, then their success will be celebrated and they will be awarded. Finally the mentors and coaches will collaborate the experienced employees with new employees as they begin to work for the company.

• Setting goals

Seating an appropriate goal will help employees to work toward a specific target. It will also increase productivity of employees at workplace. Johari Window model can help employees to find out their own performance. Implementation of Boyatzis’ Model of Intentional Change can help mentors to find out their weaknesses that need to be modified.  Setting target can help employees to keep their target on track.

• Providing feedbacks

Theeboom et al. (2014) stated that majority of the employees complain their employees that they do not receive frequent feedback from mentors or line managers. For this reason, employees need to provide frequent feedback. Mentors have to provide constructive criticism to employees such as areas concern and offering suggestions to enhance performance.  Providing continuous feedback will not just improve the performance of employees but also makes sure that employees are not caught off guard when they have poor performance.   

• Celebrations and rewards

Allen et al. (2014) mentioned that, rewards and incentives are the most significant aspects that can motivate employees maximum. There are mainly two types of rewards can be provided to employees such as intrinsic rewards and extrinsic rewards. It will help to create respect for the line manager or their mentors as individuals are not only criticized but also to share their success.

• Collaborations

Collaborating old employees and new one can help them to learn how to navigate their effort toward success. In addition collaborating all employees can help to keep all the team members on the same page and develop effective communication.     

Reference list 

Al Ariss, A., Cascio, W.F. and Paauwe, J., 2014. Talent management: Current theories and future research directions. Journal of World Business, 49(2), pp.173-179.

Allen, S.V., Vandenbogaerde, T.J. and Hopkins, W.G., 2014. Career performance trajectories of Olympic swimmers: Benchmarks for talent development. European journal of sport science, 14(7), pp.643-651.

Csikszentmihalyi, M. and Robinson, R.E., 2014. Culture, time, and the development of talent. In The Systems Model of Creativity (pp. 27-46). Springer Netherlands.

Ellinger, A.D. and Kim, S., 2014. Coaching and human resource development: Examining relevant theories, coaching genres, and scales to advance research and practice. Advances in Developing Human Resources, 16(2), pp.127-138.

Garvey, B., Stokes, P. and Megginson, D., 2014. Coaching and mentoring: Theory and practice. Sage.

Grant, A.M., 2014. Autonomy support, relationship satisfaction and goal focus in the coach–coachee relationship: which best predicts coaching success?. Coaching: An International Journal of Theory, Research and Practice, 7(1), pp.18-38.

Lochmiller, C.R., 2014. Leadership coaching in an induction program for novice principals: A 3-year study. Journal of Research on Leadership Education, 9(1), pp.59-84.

McNamara, M.S., Fealy, G.M., Casey, M., O’connor, T., Patton, D., Doyle, L. and Quinlan, C., 2014. Mentoring, coaching and action learning: interventions in a national clinical leadership development programme. Journal of clinical nursing, 23(17-18), pp.2533-2541.

Stout-Rostron, S., 2014. Business coaching international: Transforming individuals and organizations. Karnac Books.

Theeboom, T., Beersma, B. and van Vianen, A.E., 2014. Does coaching work? A meta-analysis on the effects of coaching on individual level outcomes in an organizational context. The Journal of Positive Psychology, 9(1), pp.1-18.

Zan, B. and Donegan-Ritter, M., 2014. Reflecting, coaching and mentoring to enhance teacher–child interactions in Head Start classrooms. Early Childhood Education Journal, 42(2), pp.93-104.

Zehntner, C. and McMahon, J.A., 2014. Mentoring in coaching: the means of correct training? An autoethnographic exploration of one Australian coach’s experiences. Qualitative research in sport, exercise and health, 6(4), pp.596-616.

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