Abstract
Involving and developing excellent people resources via organizational development activities such as coaching and mentoring may provide a company a competitive advantage. As a result, the purpose of this research was to objectively examine how coaching and/or mentoring may increase organizational performance. Second, the research considered my personal influence as a coach/mentor on the performance of individuals or teams, as well as the efficacy of various coaching/mentoring techniques. According to a review of literature, coaching and mentoring have a significant impact on organizational performance. The impact, on the other hand, is shown in the successful execution of performance improvement initiatives based on the mentoring and coaching scope.
Meanwhile, the research discovered that a mentor/coach impacts individual mentee/protégé performance via various theoretical applications in their job. When applied properly, Kram’s mentorship, strengths-based philosophy, and resource-based view theories were shown to have the greatest evident influence on protoje performance. Finally, due to the production and improvement of knowledge in a competitive environment, mentoring and coaching strategies were shown to be successful at buy assignment help. A corporation may make effective strategic choices by employing the experience provided by a mentor/coach to individuals or groups. As a result, mentoring provides a major benefit to the firm’s most important human capital assets.
Table of Contents
Abstract 2
1.0 Introduction. 4
1.1 Coaching. 4
1.1.1 Organizational performance. 6
1.1.2 Ways in which coaching can improve organizational performance. 7
1.2 Mentoring. 10
1.2.1 Ways in which Mentoring can improve organizational performance. 12
2.0 Impact as a coach/mentor on the performance of individuals or teams. 16
2.1 Impact as a coach/mentor on the performance of protoje/ mentee/ coachee. 19
2.1.1 Theoretic framework. 20
2.2 The effectiveness of the range of coaching/mentoring approaches. 22
3.0 Conclusion. 24
Reference List 26
Mentoring and Coaching
1.0 Introduction
Many existing successful techniques, such as cost reduction, rate of technological advancement, and automation, no longer lead to competitive advantage since production and managerial capabilities have become internationally standardized. Recognizing the danger of environmental change, businesses are attempting to gain a competitive edge via sustainability-oriented technologies. Engaging and developing outstanding human resources via organizational development initiatives like coaching and mentoring may provide a competitive edge (Marquez, 2020). By establishing one-on-one interactions, these popular tactics have served as accelerators for improving organizational performance among other benefits.
1.1 Coaching
Coaching is a tool for organizational development that may be used to strengthen the manager-subordinate relationship. Numerous forms of coaching methods are documented in academic literature, such as coaching leadership, and peer and executive coaching (Cornett, and Knight, 2009 pp.192-216). While each coaching style has a distinct objective and coach-coachee connection, they all have the common aim of assisting people, groups, or organizations in improving their competence and performance. Coaching and mentoring presents the opportunity to build and polish certain management skills. This might involve anything from improving one’s communication skills to comprehending how to deliver high-quality feedback. These are all talents that help managers assist and grow their teams more effectively to enhance collective organizational performance. While managers may acquire new skill sets on their own, working with a leadership mentor can hasten the process and provide access to personal experience that they would not have had otherwise to drive performance.
As a learning and development intervention, one-on-one executive or workplace coaching utilizes a collaborative, contemplative, goal-focused interaction to help the coachee accomplish professional objectives that are important to them (Smither, 2011). As a “executive” development activity, coaching has traditionally been associated with managers and executives, although that does not mean it is only applicable to those groups. Some agreement is developing regarding what constitutes the essential aspects or elements of coaching, even if the word coaching may be useful to describe a variety types of one-on-one development activities (Smither, 2011).First and foremost, a coaching relationship is formed and maintained between the coach and the coachee; second, a contract is formalized, outlining the goals for the coachee’s personal development; third, the agreement is fulfilled or goals are met through a process that focuses on interpersonal and intrapersonal concerns; and finally, the coachee’s growth is sought by providing the coachee with opportunities to learn and grow (Smither, 2011)
The coach-employee relationship is one in which the coachee engages to achieve certain developmental goals. It is critical to distinguish between coaching and other kinds of workplace development. It is conceptually distinct from relationships of mentorship (Brockbank & MacGill, 2012). Traditionally, a mentor-mentee relationship lasts for a considerable amount of time. When a mentee is working with a mentor, he or she is expected to have a high level of expertise in the area or sector in which the mentor is working (Hussey, and Campbell-Meier, 2021 pp.510-521). Coaches aren’t expected to have specialized knowledge or experience in their clients’ fields of expertise, and the duration of the partnership is determined more by specified goals than anything else.
Keeping coaching apart from other forms of performance monitoring and growth in the workplace has the potential to be beneficial. It has been reported that the relational aspect of coach-employee relationships results in a more personalized and tailored coaching experience, with the coachee receiving open and honest criticism on their performance and behavior. Multi-source feedback sometimes includes input from the coachee’s company as well. However, the coaching session’s seclusion, nonjudgmental viewpoint, and secrecy create a secure setting for the coachee to think on the comments and focus on strengthening weak areas.
Content of the coach’s suggestions for tools and approaches to assist the coachee grow and improve is influenced by the coach’s history and attitude to the subject matter. Owing to their lack of expertise in the coaching field of work, coaches often refrain from delivering instruction or prescription to their students (Jones, Woods, and Guillaume, 2016 pp.249-277). As a tool for employee training, learning and development, coaching is usually associated either actively or passively with a variety of performance-enhancing aspects. However, there is still a lack of clarity concerning the important functions of mentoring as a development intervention.
1.1.1 Organizational performance
Organizational performance has become a major indicator in both developed and emerging economies, in small and medium-sized businesses as well as large corporations, in achieving their objectives or goals. Organizational performance, according to Chandrasekar, (2011 pp.1-19), is a factor that influences how successfully an organization fulfills its goals. Prior academics gave less attention to what components comprise organizational performance that accurately assesses organizational performance, such as financial performance, non-financial performance, or both. The ultimate goal of organizations is to improve their performance by improving their profit.
Organizational performance, according to Richard et al. (2009), comprises three distinct aspects of company outcomes: financial and product market performance, as well as shareholder return. Therefore, financial performance relies on a company’s operations and monetary policies. Profits, ROA (return on assets), and ROI (return on investment) in euros, dollars, pounds, and other currencies are all part of this organizational performance result. To determine a company’s financial performance, one ought to look at its ROA and ROI; but, accountants may also assess financial performance by analyzing value-added.
Meanwhile, Richard et al. (2009) posits that product market performance assesses how well a product or service performs in the market. It is concerned with whether a product’s market share increases or if an update helps raise sales. When referring to a particular product rather than a whole business, it is referred to as ‘product-market performance.’ Furthermore, shareholder value considers how much a firm rewards its stockholders, which is widely identified as being the ultimate organizational performance metric (Richard et al. 2009). Also, company’s market capitalization may also be referred to as shareholder value.
Nevertheless, one sort of useful indicator to gauge a firm’s market share, growth, and profitability is performance. Performance measures a firm’s progress toward its key objectives in relation to the number and figures, while also assisting companies in responding to challenges to their missions. Performance is assessed across numerous aspects, including financial performance, customer service, CSR (corporate social responsibility), corporate citizenship, community engagement, and employee stewardship.
1.1.2 Ways in which coaching can improve organizational performance
To improve organizational performance, coaches begin with goal setting. According to Morisano et al. (2010, p.255), goal setting is a well-established strategy for performance enhancement. Second, the coach fosters experiential learning and practicing objectives, often associated with actions carried out while at work. Thirdly, by fostering learning via practice in the workplace, the coach directly increases the transfer of learning to organizational performance behaviour, thus addressing the problem of transfer. Transfer difficulties are often highlighted as a barrier to performance implications of training. In this regard, the individualized character of coaching makes it a very effective method of professional learning (Chiaburu, Sawyer, and Thoroughgood, 2010 pp.380-393). Therefore, one of the major ways coaching improves organizational performance entails employee performance enhancement.
A competent coach has a significant impact on organizations because coaches regard themselves to be accountable for the professional development of their workers. Coaching is not a one-time event but requires true dedication and a desire to engage. It is critical for both the coach and the coachee to remember that the ultimate purpose of coaching is to improve employee performance.
Employee performance may be enhanced by coaching in the following ways. First and foremost, the primary task of a coach is to describe the current on-the-job conduct of workers in relation to performance. Late arrivals, absenteeism, and work unhappiness are examples of bad performance behavior (McCarthy, 2014). Second, inquire about the issue with the staff, using open-ended inquiries. In this circumstance, the same workers may make bogus justifications, but it is the responsibility of a coach to determine the true reason for low performance. Then, based on the responses supplied by the workers, the coach establishes the primary cause and explains the goals and objectives to the coachee or staff. Here the coach makes it obvious to the staff the overall expectations to abide by at a given organization. As a result, the coach ought to be kind and understanding.
Consequently, after pronouncing expectations, the coach must now reach an agreement (Boyd, 2008). However, it is tough for coaches to do so since some workers refuse to assume any form of responsibility and may dare the coach. In this case, the coach may utilize a work analysis piece with job requirements and descriptions to assist him. Also, after the workers are in agreement with the coaches’ instructions, the latter may create a performance action plan with the employee’s input (Kets de Vries, 2005 pp.61-76). Employee approval is required for plan execution. Goals are determined initially, followed by the development of the action plan. Employees and coaches collaborate to create solutions to performance issues.
Subsequently, after developing an improvement strategy, the coach now obtains employee commitment to it. Employees are asked to pledge that they would gladly modify their behaviour and work hard to enhance their performance in accordance with their plans (McCarthy, 2014). Once workers have agreed to participate, the coach requests that they submit a recap of the whole program. Notably, the coaching period cannot be completed until the coach receives the workers’ progress reports.
Finally, after the workers have delivered the report, it is the coach’s obligation to remark and provide suggestions; thus, coaching helps employees perform better on the work to drive broader organizational performance goals. Coaching, in my experience in the food and beverage sector, has a core teaching component, and I would employ a coach because I feel the coach has knowledge and expertise to impart. These arguments are also congruent with Whitmore and Einzig (2006 pp.134-46), who claim that coaching tends to unleash clients’ potential and is more about assisting them in learning than teaching them.
Table 1. Ways in which coaching improves organizational performance relative to sources
Coaching strategy for performance enhancement
Sources
Goal setting
Morisano et al. (2010)
Enhancing learning via practice in the workplace
Morisano et al. (2010)
Experiential learning and practicing objectives
Chiaburu, Sawyer, and Thoroughgood, 2010)
Work analysis piece and performance action plan
Kets de Vries, (2005)
Employee commitment
McCarthy, (2014)
Performance Monitoring
Einzig (2006)
1.2 Mentoring
Coaching is well-known for its influence on workers’ job performance, whereas mentoring has an effect on employees’ career growth. Mentoring is often regarded as an effective method for not just facilitating and supporting outstanding workers but also achieving the company’s strategic objectives (Beattie et al. 2014 pp.184-201). One of the most difficult aspects of acclimating to a new company culture for an employee is figuring out how to reconcile all of their roles and obligations. Employees who do not understand how to balance their time effectively may strain to be productive, which may result in frustrated organization members who feel their interests are not being addressed. A coach or mentor may be quite beneficial in this situation. They may train employees how to improve their time management and prioritization abilities, which in turn allows the organization to realize its productivity goals as a result of an efficient workforce.
Additionally, the term “mentor” may refer to a person who serves as a confidant and a source of encouragement as well as a volunteer, guardian, preceptor trainer, and adviser (Inzer, & Crawford, 2005). There are a variety of meanings and terms associated with the word “mentoring.” Literature shows that youth mentoring has been linked to programs aimed at teaching, voluntary work, coaching, role modeling, tutoring, counseling, and advising (Robinson, 2015). Apprentice, client, protégé, and student are all names that may be used to describe a mentee (Wisker et al. 2013 pp. 11-17). “Assisting” and “leading” are only two of the many ways mentors might describe their role in the mentoring process, which can be described as a “collaborative enterprise” with “learning process” shared values. In most mentoring relationships, participants’ knowledge and awareness of the processes involved are still in the formative stages of development.
An organization’s essential elements and its effect both inside and outside may be greatly influenced through mentorship. At this critical point in a person’s growth, mentors are expected to function as guides and mentors to a novice or inexperienced individual (Shah, bin Othman, and bin Mansor, 2016 pp.143-158). Self-esteem and emotional stability may be increased by mentorship (Sánchez-Aragón, Belzunegui-Eraso and Prieto-Flores, 2020; Sánchez-Aragón, 2020). Entrepreneurs may learn more about how to identify mistakes committed in the past and how to implement essential adjustments in order to maintain and grow their businesses (Zahra, Filatotchev, and Wright, 2009 pp.248-260).
When it comes to tasks like creating a successful business model, finding and hiring qualified employees and customers, confirming new products and negotiating contracts and terms of payment with customers, inexperienced or low-experienced entrepreneurs need experienced mentors to help them navigate the complexities of running a business (St- Jean &Audet, 2009). As a result, the most challenging and intensive time of the business cycle may be very expensive for entrepreneurs with little or no prior experience or expertise. This is why mentors provide professional assistance to inexperienced/low-experience entrepreneurs in the form of career, emotional, and role-modelling support, all of which contribute to the success of businesses (St-Jean, & Audet, 2012 pp.119-140).
Several studies have looked at the connection between mentorship and corporate performance from this angle. Muchau (2013) conducted a study with 91 participants and came to the conclusion that a mentoring program is a reliable indicator of company success. Mentoring and financial assistance for small-scale firms are obviously significant to women, according to a research done by Sherifat (2013) utilizing 50 small-scale enterprises. In a similar vein, a study of 630 small enterprises revealed a clear correlation between mentorship and company success (Utrilla, and Torraleja, 2013). There is further evidence that training aids in the development of competitive advantages, as Brien and Hamburg (2014) found.
1.2.1 Ways in which Mentoring can improve organizational performance
Mentoring also assists workers in acquiring new information and skills for improved job performance, which promotes overall organizational performance. The agenda is created by the mentee and is based on the mentee’s increasing expectations, while the mentor provides direction to meet the mentee’s objectives (Marcinkus Murphy, 2012 pp.549-573). As a result, it leads to great performance. It aids in enhancing employee performance since mentees lack the necessary abilities to complete assigned tasks; thus, mentors provide mentees with the necessary skills and train them to become experts. Mentoring has offered several forms of human styles to manage employee performance development. Mentoring is seen as a “learning journey” that defines the relationship between mentor and mentee. Mentoring promotes employee performance and ultimately organizational performance in the following ways: Firstly, it broadens workers’ business insights and makes employees more accountable, which stimulates information flow among a company’s workforce.
The implications of information flow include the ease of individuals to communicate information, skills, and experience via knowledge sharing. It fosters creativity, bridges knowledge gaps, and fosters leadership. Individuals become much more resourceful in issue solutions since information exchange provides innovation to the company. As a result, productivity rises. Mentoring offers a forum for people to successfully exchange information because mentees get genuine support and responsibility. Mentees may concentrate on constructively applying their knowledge to contribute back to the organization after they have received confirmation that they are obtaining the proper information (Gruber et al. 2020). Diversity grows when individuals of the organization interact via knowledge sharing.
Workplace diversity boosts productivity, particularly when the firm is innovation-oriented. Age, gender, colour, education, and other factors all contribute to diversity. All of these factors contribute to people being able to bring their particular knowledge to the table. When a company implements diversity-focused mentorship programs, it provides employees with the chance to exchange ideas that may address problems in previously undiscovered ways (Jones, Woods, and Guillaume, 2016 pp.249-277). This increases productivity because members of the organization learn how to collaborate to address knowledge gaps. Furthermore, mentoring facilitates smooth on boarding, which boosts productivity by enabling workers to leverage their mentor’s network to get acquainted with the corporate culture. This means spending less time finding things out on their own and more time focused on rapidly gaining required abilities.
Mentoring allows the mentee to succeed by improving performance, fostering confidence, and managing strengths and flaws. Also, a mentor assists the mentee in learning and developing seamlessly by enabling the sharing of knowledge that does not ordinarily occur naturally. Mentoring programs demonstrate to workers that the organization values their contribution and is interested in their personal development, resulting in higher productivity and lower turnover (Chaudhuri and Ghosh, 2012). Mentoring also helps mentors by giving them a sense of duty and ownership in the firm. It enables individuals who are not managers or supervisors to take on leadership roles. Mentoring, as part of an entire training and development plan, may increase performance and raise your organization’s success.
Ultimately, mentoring and coaching have been proved in studies to have a beneficial influence on people and organizations. It offers workers a network to improve communication that allows them to exchange information, assist one another, and meet social needs (Hollywood et al. 2016 pp.32-46).
Table 2. Ways in which Mentoring can improve organizational performance relative to source.
Coaching strategy for performance enhancement
Sources
Mentor support in mentee’s increasing expectations
Marcinkus Murphy, (2012)
Ease of information flow and fostering good communication
Gruber et al. 2020; Hollywood et al. (2016)
Diversity-focused mentorship programs
Jones, Woods, and Guillaume, 2016
Enhancing organization interest in personal development
Chaudhuri and Ghosh, (2012)
Managers’ and workers’ strategies may be transformed into more productive outcomes using these two ways. They enable workers to be conscious of their ability to accomplish work and coach them on how to maximize their untapped potential. Employees may get new skills and information that will help them advance in their careers and gain promotions. Employees may benefit from mentoring by involving them in good communication and motivating them to discuss their difficulties freely. Another significant advantage of coaching and mentoring in increasing employee productivity is that these techniques eliminate interruption, which diverts workers’ attention away from their primary goals. As a result, these tactics assist workers in staying focused on performing to meet shared organizational expectations.
Fig 1: Role of mentoring and coaching in improving organization performance
Source; Gray et al., (2016)
2.0 Impact as a coach/mentor on the performance of individuals or teams
Coaching is primarily focused with development and performance of measurable abilities, which typically begins with a pre-determined learning objective. The most successful coaches share with mentors the capacity to assist the learner in developing the abilities of listening to and monitoring oneself, which leads to far faster skill learning and behavior adjustment (Neupane, 2015 pp.123-138). Coaches and mentors both play the role of vital friend, confronting people or teams with facts that no one else seems comfortable discussing with them. While the coach is more prone to strike these difficulties directly, the mentor is more likely to inspire them through questioning methods that drive people or teams to see the difficulties for themselves. Mentoring is often a longer-term connection that focuses on assisting the executive in determining what priorities to undertake and why. It aims to develop wisdom – the capacity to use skills, knowledge, and expertise in new settings and issues.
Therefore, as a mentor or coach, I ought to offer a method for improving individual or team performance by transferring information and skills obtained during a mentoring or coaching period to practical application (Bruce, and Bridgeland, 2014). Two interpersonal interaction theories might explain why someone would wish to be a mentor. According to social exchange theory, relationships have costs and benefits, and someone who wants to be a mentor perceives a value that outweighs the costs. Individual rights are balanced against the rights of the community under communitarianism, and mentors may want to add value to the larger community under this view.
Mentorships enable people or teams to create and accomplish objectives that build on something they already understand but cannot yet realize on their own. Mentors progressively improving their skill in practice till they can execute all essential duties without direction or supervision (Launer, 2018 pp.179-190). In this way, mentors often assist individuals in transitioning between professional phases. As a mentor at organisation Z, I encouraged reciprocal learning to push and motivate personnel at all levels. Some mentors want to work with people who are similar to them. Perceived resemblance, on the other hand, is less essential for the mentor’s perception of gain from the relationship in a longer-term mentor relationship. I’ve noticed that my mentors and my mentees have a lot in common. We all have a love for academics and hospitality services. We’re all committed to providing excellent reciprocal learning opportunities for students as well as appealing dining and lodging options for hotel and restaurant customers.
Even at the highest levels of management, a certain organisation Z should often expect an individual’s line manager to serve as a coach and mentor. An organization’s performance management philosophy effects the manager’s role as a coach with subordinates, as well as the consequences of the coaching relationship. It may either reinforce hierarchical control through top-down supervisor-to-subordinate feedback, or it can decentralise decision-making and boost employee engagement and participation (Wood and Marshall, 1993).For example, while working as a manager for a resort in China, I observed that management values teamwork and cooperation, but performance appraisal is useful in emphasiz accountability, efficiency, and productivity, making it more difficult to build trust and engage my team in a coaching framework.
Subsequently, while teaching line managers to take on coaching duties in their various departments, I make a point of distinguishing between “performance management” and “performance evaluation.” The former places emphasis on performance enhancement through the manager-as-coach relationship. The latter, on the other hand, is primarily concerned with assessing or assessing performance against a range of key indicators or specified obligations. While the manager must still evaluate performance, the development of deficiencies and the enhancement of strengths stems from the manager’s role as a coach during the performance management process (Armstrong, 2021).
Mentorship from anyone who is not a direct line manager, on the other hand, provides its own set of advantages. Mentoring has a lot of advantages, which is why many firms provide workers with the opportunity to improve their performance from the experiences of another employee via formal mentoring programs (Eby, and Lockwood, 2005 pp.441-458). In most circumstances, workers choose their own mentor to advise and lead them through their professional development process, resulting in an informal mentoring relationship. In this kind of mentoring relationship, I think it is clear that the mentee is more accomplished than the mentor in certain instances. For instance, while mentoring students at a certain institution G, I encountered an out of the ordinary mentee who had developed life coaching skills by the end of my mentoring program with them.
Consequently, as a mentor, I influence the performance of employee A or team B by purposefully combining my high-level skills or expertise with those of a lower-skilled or experienced employee in order to achieve the agreed-upon aim of helping the less skilled individual improve and acquire certain abilities. As a result, I provide the potential for the mentee to transition within the company Z. As mentors, we educate our novice counterparts via modelling how to achieve greater achievements. As role models, we also represent parent-like individuals that exemplify the ideal characteristics and behaviours necessary for life success. Beyond simple observation, a mentor’s role modelling function gives an opportunity for a protégé to confront their mentors about what they have seen them do (Humberd and Rouse, 2016 pp.435-455). Protégés learn and emulate their mentors’ behaviours, attitudes, and emotional responses to challenges as a result of the explanations supplied to them. The justification for the mentor’s lauded influence is often based on the concept that behaviour is learned via contact with role models.
Thus, according to the mentoring hypothesis, as a mentor, I ought to assist the protégé in acquiring a feeling of competence, confidence, and self-esteem by providing psychological support. The ideas of social learning theory help to clarify this point of view. Learning would be challenging if individuals were to depend exclusively on the repercussions of their own acts to teach them about what to do, according to Bandura (1997). Fortunately, most human behaviour is taught by modelling and observation whereby studying others helps one cultivate knowledge of how new-fangled behaviours are accomplished, and this coded knowledge eventually acts as a guide for action.
2.1 Impact as a coach/mentor on the performance of protoje/ mentee/ coachee.
Simply defined, the protégé facilitates the mentoring process by watching and modelling the mentor’s behaviour in the appropriate social setting. Schunk and Mullen (2013 pp.361-389.) further on the social learning theory’s usefulness in mentoring noted that social learning theories promote adult learning by emphasizing the significance of the social perspective and elaborating the modeling process and mentoring duration. Similarly, the social cognitive theory aids comprehension of the mentoring theory. It claims that a close association between a mentor and the protégé, may improve knowledge (Rock, 2013). Through proper identification, a relationship that allows for simulation is established where behavior, intellect, and individual variables all interact to generate the intended behavior.
The mentoring relationship, therefore, reflects how the protégé’s reflection, simulation, and identification with the mentor are effectively guided to effect an alteration in attitude, worldview, and values in the protégé. As a mentor, I help protégés by increasing their chances of advancement in their careers. Career advancement is the process that professionals go through to improve their performance, work assignments, and promotions, as well as to create a better connection with management. The relationship between a mentor’s contributions and the career development of individuals or teams is feasible because, as the mentor, I deliver two broad types of functions: career progression and psychological support (Borders et al. 2011 pp.171-188.).
Kram’s mentoring procedures, developed in 1983, were evaluated by measuring the effect, quality, and degree of satisfaction of individuals or teams (Kram, 1983). Kram (1988) defined two aims linked with good mentoring: increasing people’s growth in their initial, middle, and later career years and clarifying relationships between mentors and colleagues. Mentoring for career advancement is fundamentally a process of recognizing and achieving work-related happiness and success.
The early, very imprecise Kram model of mentoring has had a significant effect on future work. While the early meaning of the word was perfectly appropriate for the topic’s degree of analytical and empirical development in the 1980s, later use, and conceptual stunting is more concerning. Eby (1997 pp.125-144) appropriates the Kram conception by claiming that mentoring is an intensive developmental connection in which a mentor gives guidance, counseling, and developmental changes to a protégé, which impacts the protégé’s professional experiences. This is accomplished via two sorts of assistance for protégés, including practical or career guidance and psychological help (Kram, 1985). Psychosocial assistance, such as encouragement, companionship, counsel, and performance evaluation, has also been noted as a good consequence of mentors toward mentees.
As a result, the quality and competencies of an organization’s human capital and resources determine its performance, productivity, and innovation. Human capital and resources are the most important markers of a company’s capacity to expand and maintain itself. Strengths-based leadership assists leaders in developing and implementing a plan to increase capacity for successful change, innovation, creativity, and disruptive innovation. Setting the creative agenda commences with a leader’s evaluation of organizational strengths, which are a composite of its members’ individual abilities. The assessment of strengths begins with the leader’s realization that leadership should not be something acquired at birth but rather something that can be developed and grown.
According to Ding, Yu, and Li, (2020) strengths-based leadership leverages the capabilities of the workforce as the foundation for continual attainment of greatness. Therefore, the belief and presumption that a person is able to attain and grow more when they predominantly put energy and effort to improve upon their greatest talents, instead of when they concentrate on and consume time and effort to nullify and fix weaknesses, is known as strengths-based philosophy. Building on and confirming individual strengths boosts self-efficacy, which increases effort and capability while also fostering more desired personal, career, and organizational results. According to Hollywood et al. (2016 pp.32-46), talents are naturally repeating patterns of thinking, mood, or act that may be constructively employed. Strengths are considered as the product of skills that have been utilized. A strength represents the mastery achieved when one’s strongest qualities are honed through practice and paired with suitable skills and information. The basic theoretical frame in comprehensive and integrated mentoring and coaching is strengths-based leadership; the methods focus on the discovery and development of distinct, individual qualities.
2.2 The effectiveness of the range of coaching/mentoring approaches (Assignmenthelpsite.com/)
Before delving into the usefulness of coaching approaches, there are a few topics on which I’d like to make some observations. According to the ‘Is coaching being abused?’ survey, manager as a coach is helpful for middle-level managers and not for top-management. Consequently, there has been a lack of integration within business strategy (Fillery-Travis, and Lane, 2006 pp.24-36). In this poll, 63% of senior managers used coaching, 74% of junior and intermediate managers used coaching, and 69% of junior and middle managers used coaching. Blackman-Sheppard (2004) clearly argues that ‘executive’ coaching should be provided to all workers. There is an intriguing topic that has yet to be answered in the literature: Does the form of coaching available depend on your level of seniority within the organization?
Like all human relationships, a variety of circumstances will influence whether the encounter has the desired result. Indeed, when it comes to coaching, there will be a number of criteria for determining what constitutes a ‘impact.’ Is it enough, for example, that the coachee believes coaching has helped him or her reach a certain goal? Is it necessary for the production to trickle down to the bottom line in terms of a quantitative performance metric for the organization?
Therefore, mentoring/coaching according to Gill, and Gosine-Boodoo, (2021 p.102302), revitalizes mentors’ careers since it allows them to help and influence mentees’ professional and personal growth. Mentoring has been associated with a variety of positive outcomes, including protégé career commitment, early professional success, career happiness, career improvement, professional growth, and the number of promotions obtained. Using my expertise, knowledge, and guidance, I can impact the protégé’s professional advancement. The protégé benefits from the mentor and develops in his or her profession as a result of the mentor’s support, coaching, sponsorship, exposure, and so on. As the mentor, I shield the protégés from unfavourable tasks and internal politics, allowing the mentee to focus on his or her career growth or promotion.
As a mentor, I ought to coach by offering guidance, analysis, and criticism with the goal of enhancing decision making, organizational fit, and abilities of the protégé, so increasing competence and assisting in career growth. Mentors also introduce protégés to top decision-makers and assist them in developing their personal internal and external networks, which leads to professional advancement (Crocitto, Sullivan, and Carraher, 2005). As a counselor, the mentor listens to the protégé’s work and also life-related difficulties and assists him in making sound choices that advance the mentee’s career. Mentors may serve as a friend and role models for their protégés, encouraging them to advance in their careers. It has also been discovered that workers who have mentors advance quicker than those who do not have a mentor.
The “rising-star effect” attempts to explain the relationship between a mentor and protégé job results (Key, 2013). This refers to the possibility that high-performing, “rising-star” workers are more inclined than other members of an organization to participate in mentorship relationships. This choice of artifact conceals whether the results of mentorship are attributable to the bond, the protégé’s autonomous ability, or a mix of the two. According to a recent longitudinal study of the rising-star effect, rising stars are more likely than ordinary workers to get mentors (Havill, 2013). These findings support a previous study that revealed mentors choose protégés based on their skill and potential.
While emerging stars are more likely to find mentors, past research discovered that they also enjoy a significant rise in remuneration, job satisfaction, and progression expectations after joining the mentoring relationship (Ragins and Kram, 2007). These findings show that the frequently discovered strong association between mentorship and protégé performance may be related to both inherent protégé characteristics and the independent impacts of mentors. Furthermore, the organization may have a significant effect on the results of the protégé. Despite a dearth of study on the subject, high-performing protégés may select firms that provide developmental environments and push assignments that promote their career paths.
Meanwhile, the entrepreneur’s personality is frequently viewed by professionals as one of the most exciting subjects in the world of entrepreneurship, which may have a favorable influence on the success of an organisation (Obschonka, and Hahn, 2018 pp.173-184). I feel that a high performing entrepreneur is the product of a unique collection of personal qualities and traits rather than other variables, and that these factors have a significant impact on organizational performance. Hence, through coaching I provide several benefits to protégés and organizational performance, both directly and indirectly, by sharing information and wisdom accumulated through many years of professional experience
Accordingly, while training a team in an organization Y in the hospitality industry their central notions offer a lot of promise for explaining how complex cultures that are distinct resources might evolve. Mentoring programs help in the creation and enhancement of knowledge in a competitive context. By utilizing the expertise supplied by a mentor to people or teams, a company may make efficient strategic decisions. Thus, mentoring delivers a significant advantage to the most critical pieces of human capital within the firm.
3.0 Conclusion
In conclusion, mentoring and coaching connections are an important career resource for people in firms. Mentors and coaches are people with considerable expertise and knowledge who are dedicated to helping their proteges progress in their jobs. Mentors assist their proteges by giving two sorts of actions or responsibilities: career development capabilities, which aid in the protege’s progress in the company, and psychosocial functions, which aid in the protege’s personal and professional development (Kram, 1985). The presence of a mentor is connected with a variety of beneficial professional outcomes: proteges obtain more promotions, earn more money, and report more mobility and job satisfaction than non-proteges. Mentoring has also been shown to improve organizational socialization, job happiness, and desire to leave.
Ultimately, training managers in coaching techniques and pushing leadership to embrace more learning-centered processes can help all stakeholders adopt coaching methods more easily. This will let managers and employees participate in the process, ideally leading to better learning and performance. But the training must go beyond fundamental coaching skills. These programs must address emotional intelligence, trust, and the importance of values in inspiring and motivating employees. In addition to these elements, managers’ own opinions on staff development must be explored in coaching and mentorship programs. Some managers may find this training transformative in their job as manager and coach.
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