The document defines coaching and mentoring, comparing their key differences. Coaching focuses on short-term job performance while mentoring provides long-term career guidance. Coaches focus on competencies and task completion, acting as teachers, while mentors facilitate exploration and goal-setting as a long-term advisor. Effective coaching and mentoring involves setting specific and measurable goals, using questioning to facilitate self-guided solutions, and maintaining a supportive relationship to encourage growth.

1. Group Members: Submitted To:
Urooj Ilyas 16281 Asif Khan
M Faraz Jawed 15074
Arsalan Malik 15087
Jahanzaib Ali Khan 15664

2.  Definition
 Coaching Vs Mentoring
 The processes of coaching and mentoring
 The things that a coach and mentor does
 The tips in effective coaching and mentoring

3.  Both coaching and mentoring are enabling
processes that help individual to achieve his
full potential.
 Coaching is short-term. It is job-related;
mentoring is long-term, it crosses job
boundaries.

4. Coaching Mentoring
It is part of the job.
The focus is to develop individuals within
their current job- the competencies.
The interest of the relationship is
functional, arising out of the need for
individuals to perform the tasks required
to the best of their ability.
The relationship is finite, ending when an
individual has learned what the coach is
teaching.
It is not a requisite in the job.
It is career-focused or focused on
professional development that may be
outside a mentee's area of work.
Relationships are personal
Relationships cross job boundaries.
Relationships last for a specific period;
the pair may continue in an informal
mentoring relationship.

5. Coach Mentor
Focus Performance Individual
Role Specific agenda Facilitator with no agenda
Relationship Comes with the job Self selecting
Source of influence Position Perceived value
Personal returns Teamwork/performance Affirmation/learning
Arena Task related Life

6.  Makes suggestions and persuades
 Probes and draws out ideas
 Makes the person accountable and ensures
they stay on track
 Takes time to understand the impact of
particular course of action

7.  Be specific – What results are expected out of
the session? What needs to be done?
 Be measurable – How will you know the goal
has been met?
 Be action oriented – In what way will the
goal be carried out?
 Be Realistic – Is the goal achievable?
 Time frame – When is it to be achieved?

8.  Guiding: the process of directing an individual or a group
along the path leading from present state to a desired
state
 Coaching: helping another person to improve awareness,
to set and achieve goals in order to improve a particular
behavioral performance
 Teaching: helping an individual or group develop cognitive
skills and capabilities
 Mentoring: helping to shape an individual’s beliefs and
values in a positive way; often a longer term career
relationship from someone who has ‘done it before’
 Counselling: helping an individual to improve
performance by resolving situations from the past.

9.  Facilitate the exploration of needs, motivations,
desires, skills and thought processes to assist the
individual in making real, lasting change.
 Use questioning techniques to facilitate client's
own thought processes in order to identify
solutions and actions rather than take a wholly
directive approach
 Support the client in setting appropriate goals
and methods of assessing progress in relation to
these goals

10.  Maintain unconditional positive regard for the
client, which means that the coach is at all times
supportive and non-judgmental of the client, their
views, lifestyle and aspirations.
 Ensure that clients develop personal
competencies and do not develop unhealthy
dependencies on the coaching or mentoring
relationship.
 Evaluate the outcomes of the process, using
objective measures wherever possible to ensure
the relationship is successful and the client is
achieving their personal goals.

11.  Delegate: Articulate the results you want to see,
set parameters, determine what support the
employee needs, and set times to conduct
progress reviews along the way.
 Give performance feedback : State what you
observe, be specific and direct, show sincerity,
and communicate face-to-face for both positive
and negative performance efforts.
 Motivate employee performance: Give timely
recognition for a job well done and provide
favorable assignments that challenge your staff
and meet business needs at the same time.

13.  Mentor employee growth: Pass on words of
wisdom that guide behavior for success and ask
employees for ideas to make improvements and
solve problems.
 Focus employee performance: Collaboratively
set goals with action plans that define the key
steps for achieving the goals.
 Set meaningful goals: Define the results that
need to be achieved and how the goals will be
measured.

15.  Goals – Set goals, write them down, what
does the trainee want out of the session?
 Reality – Invite them to tell you their story
about the goals
 Options – Brainstorm options to move
towards goals
 Wrap up – Identify steps to reach goals, write
action plan

16.  Reinforce good performance: Catch
employees doing quality work and
demonstrating positive behaviors with the
same effort that you catch them when
performance doesn’t go as well as needed.

18.  Thank you for Listening!