Coaching & Mentoring
There is a distinct difference between Mentoring and Coaching although at Durham University, these approaches have been used within the same 'relationship'. Please see below for the many approaches to Coaching and Mentoring at Durham that you may wish to participate in. To find out more on each of the approaches, click on the links below. If you require further information, please contact Claire Hunter at #41649 or email@example.com.
According to Megginson (2012),“The coach encourages people to reach their full potential by encouraging self-belief and self-development. Self-belief gives people the drive to achieve their potential. Self-development gives them the means.”
Therefore the coach does not need to have knowledge of the specific job role of the coachee but encourages deeper thought and reflection from their coachee by appropriate questioning and listening. There are two approaches to Coaching based upon a confidential, professional relationship being formed between two individuals with minimal involvement from a third party (eg coaching/mentoring coordinator, line manager etc).
- External Coaching Framework
This coaching approach is accessed by senior professional and academic staff who are supported by professionally accredited coaches who are external to the organisation. As Aldred (1998) defined it, “a coach does not need direct experience of the client’s formal occupational role and tends to focus on developmental or work issues.” This is the accepted practice within the coaching framework that has been established at this institution.
- In-house Coaching
We have an in-house coaching network across the University, similar to that adopted by many other HE institutions consisting of internal members of staff who who have completed Institute of Leadership and Management development in coaching and form a 'bank of in-house coaches' who want to assist individuals to reach their full potential.
The University Mentoring Policy for 2010 defines mentoring as “an informal and supportive relationship whereby a more experienced member of staff undertakes to help a new member of staff to learn his/her job and understand its context within the University.” The mentor is therefore usually someone who has experience of the job that their mentee is working within and is able and willing to share their knowledge and skills to help that individual or to signpost them to appropriate sources of support.
- Academic Mentoring
Please click here to access to academic mentoring policy.
- Mentoring as a “Buddy System”
All new members of staff are allocated a mentor when they join the University. In practice this is more like a “buddy” system whereby a more experienced member of staff explains to a new recruit the day-to-day practices and procedures of the department, rather than mentoring, which would also involve personal skills development.
- Informal “Peer Pal” Mentoring as Defined by Shapiro et al. (1978)
This form of mentoring occurs informally and with no specific interventions from the HE institution, department, or faculty. Individuals identify colleagues whom they believe would assist them in their academic endeavours and thus enhance the academic community collegial culture.
Coaching and Mentoring Resources
Some resources which you may find useful in mentoring and developing mentors:
- 12 Questions that matter most when enhancing performance (pdf)
- Balancing Physical and Emotional Resources Model (docx)
- Tools for Goal Setting (docx)
- Models and Tools Adopted at Edinburgh Napier University (docx)
- Wheel of Life Model (docx)
- Example Meeting Guidelines – Document 1 (docx)
- Optional Recording Meeting Example Proforma (docx)