(Solution) 5ICM Implementing Coaching and Mentoring Assessment


Assessment brief/activity

You have been asked by an organisation which has recently diversified its business to help with the implementation of a coaching and mentoring programme. You have been asked to provide a brief to the executive team on current thinking around coaching and mentoring and some early ideas on how you might support them with implementing a robust programme of coaching and mentoring that meets their current and changing business needs. You have met with the HR department to assess the situation and have discovered that there is no formal coaching and mentoring programme per se. Any coaching and mentoring that does occur is ad hoc. There are no qualified coaches and mentors in the organisation and line managers generally don’t see it as their role. There is a willingness to formalise coaching and mentoring in the organisation but uncertainty about how to go about it. Performance reviews in the organisation have identified the need for employees to develop better customer care and IT skills as a priority.

Activity 1

The executive team have requested a briefing paper as the basis for an initial discussion. In your brief you should include:

  • An explanation of the terms coaching and mentoring, their similarities and differences, their respective purposes and key benefits for different stakeholders.
  • At least three different types of coaching and three different types of mentoring that can be implemented in organisations.
  • An evaluation of the role of line managers in coaching and mentoring.
  • At least five factors that need to be considered when implementing coaching and mentoring.

Activity 2

After your meeting with the executive team, you have been asked to provide them with a summary of your assessment of the current coaching and mentoring arrangements and advice going forward. In your report you should outline:

  • A set of recommendations based on your assessment
  • A summary of how you could contribute to the further development of coaching and mentoring in their organisation.
    OR A witness testimony of how you have supported the implementation of coaching and/or mentoring within an organisation

Evidence to be produced/required

Activity 1

An executive brief of approximately 1,500 words.

Activity 2

A set of justified recommendations and support proposal of approximately 1,500 words.
A set of justified recommendations for the scenario in the assessment brief of approximately 1000 words plus a signed witness testimony of approximately 500 words from a manager who can confirm how you supported the organisation with the further development of coaching and/or mentoring All reference sources should be acknowledged correctly and a bibliography provided where appropriate (these should be excluded from the word count).



1.1 Definition and differences of concepts of coaching and mentoring


Both concepts definitions are normally the same in most literature and academic practices. A case example is where CIPD (2020) define the coaching and mentoring as a strategy involved in establishing L&D programs established by employees. For its successful adoption in an organisation, the core target is physical engagement for improving skills, knowledge development and performance management. To bring forth the meanings of both concepts, the GROW model is applicable for identifying the different activities implemented through prioritising Goals, Reality, Options, and Will (Cleverism, 2020) (see figure 1);

Figure 1: GROW Model

First, CIPD (2020) define coaching as a strategy of promoting an optimum performance and performance management. This is by prioritising on establishment of particular skills and goals acquisition with the overall learning process. This is executed within specific timelines or forming a background of a successful management strategy. On the other hand, CIPD (2020) define mentoring as a strategy which involve senior employees who are experienced being involved in sharing knowledge with the rest of the employees for supporting them to gain experience like them. In line with the Lejonberg et al. (2018), as opposed to the coaching strategy which is used in the contemporary entities and harnessed within specified timelines, mentoring is executed as a long-term strategy. A common factor among both coaching and mentoring include their capacity to harness sustainable and efficient human capital management in modern organisation practices. Also, they are involved in execution of various L&D programs (see figure 2);

Figure 2: Coaching and Mentoring Strategies

Considering the figure 2, the core difference between the two concepts is that coaching is done for a short-term basis and demanded to generate improved performance of workforce functions involvement. Its successful implementation mimic  the SMART Model (Specific, Measurable, Achievable, Realistic and Timely). This leads to targeting particular acquisition of the skills and developing appropriate knowledge. This has a positive impact on achieving personal attributes inclusive of social interactions and an improvement of confidence scope in roles performance. Therefore, CIPD (2009) identify the coaching  approaches as executed within particularly set timelines and while embracing specific management styles.

Figure 2: Coaching Strategy SMART Model

In summary of the core differences and similarities of these two concepts, the COACH model is applicable (HBR, 2019). In this model, it note that whereas coaching is applied in an organisation strategy for creating sustainable organisation engagement for solving different issues amongst their employees, achievement of goals and leadership and employees skills growth. A success in use of COACH model is as shown in figure 3;

Figure 3: COACH Model and approaches

Additionally, in mentoring, the employees involved are often possessing zero experience but a sustainable engagement is established. To achieve this nevertheless, there must be an individual already possessing the relevant experience to be able to share this knowledge and offer adequate support. This contribute to the employees establishment of the scope of their responsibilities, skills acquisition, listening actively, clarification of various issues at place and reframing them on basis of established coaching strategy. This strategy is supported by CIPD (2020a) which identify the mentoring strategies as being best used when there is a need to implement a succession plan with knowledge acquisition from various stakeholders. A case example is the CIPD Steps Ahead Mentoring Program (CIPD, 2019) involved in harnessing an active mentoring practices which target employees of age 19-25. A successful implementation of this program lead to the mentors resourcing and to advance a capacity development departments for guiding the entire mentees in improving their skills. This is for boosting the confidence level for pursuing strategic employees of their staff (see figure 4);

Figure 4: Features of the CIPD steps Ahead Mentoring

Despite of the purposes being identified in the meaning; their core purposes are best explained by the G-STAR Model. As shown in figure 5, there prevail different achievements and assumptions which contribute to achieving the results, reasons, reality and reactions (OpenLearn, 2020). For achieving their intended purposes, the senior hierarchy management guides the rest in both coaching and mentoring.

Figure 5: G-Star Model

A good example is the CIPD (2015) survey which has noted on the existence of different actors influencing coaching and mentoring. These include the need to include improving performance management approaches, practices and supporting their practices. Apart from assisting the leaders to get engaged with appropriate solutions, the various coaching and mentoring approaches are used to guarantee the presence of self-reflection in their assigned job functions.

In the case example of XXX in Saudi Arabia (KSA) oil and gas sector where I work as a HR professional, they have appropriate strategies for coaching and mentoring employees newly joining this organisation. This is while coaching being facilitated by an external organisation leveraging on prevalent opportunities provided by coaches and coaches.

1.2 Purposes and Key Benefits to Various Stakeholder

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