COACHING AND MENTORING have similarities and the terms are often used interchangeably. They employ similar techniques, sometimes blurring the boundaries between the two approaches (Webster, 2014; Brewerton, 2002). Coaching derives from the sporting community and the coach is particularly concerned with improving performance and finding solutions. Coaches do not need to work in the same field as the person being coached, but rather bring a skill set which they use to help the individual to achieve their goals. A mentor is usually a more experienced professional working in the same field who will share their knowledge and skills with the individual being mentored.

Coaches use their skills in listening, questioning, challenging and being supportive, to focus on solving a specific problem or achieving a clear outcome, often within a short timeframe. This differs from a mentoring relationship, which is usually longer-term and more likely to be concerned with the learning elements of the relationship rather than performance. Hadikin (2004) states that there is no universal definition of coaching, that it is ‘simply helping others to realise their potential’ (Hadikin, 2004, 1).

Coaching is not necessarily career-focused and can be applied to all aspects of an individual's life. In the context of this book, we will emphasize the way that coaching provides a structured framework for an individual to work with a skilled professional to improve their performance and solve problems at work. Within this model of coaching, Whitmore (2009) indicates that the coach uses their expertise (without necessarily having knowledge of the coachee's specialism) to explore perceptions, unlock learning and draw new or unknown conclusions. CIPD (2009) states that coaching focuses on the individual and is not always work-related, so can be used to explore selfperception and personal responses to situations.

The GROW Model

Coaches often use frameworks to structure their sessions and Whitmore's (2009) GROW Model (Figure 40.1) is a simple yet common approach. This model is useful for keeping coaching sessions on track and ensuring that the individual being coached leaves with a tangible action plan that they can implement.

Employing an external coach for an individual or group may not be an option for your LKS, but some organizations have in-house coaching schemes to provide individuals with support.