Coaching and mentoring

This unit considers the practicalities of coaching and mentoring. We look at the benefits and processes for establishing coaching and mentoring relationships to support CPD. The unit includes information on:

  • The difference between coaching and mentoring.
  • What coaching is and how it can help in your setting.
  • The five essential coaching skills.
  • Key listening and questioning skills.
  • The importance of establishing aims for coaching.
  • Coaching models.

This mind map provides a graphical depiction of the benefits of mentoring-coaching, as described in your PDF. Select each benefit to find out more.


Benefits of mentoring- coaching

  • Commitment

  • Adaptability

  • Responsibility

  • Quality of life

  • Culture change

  • Life skill

  • View sources
    • Whitmore, J (2002), Coaching for Performance: GROWing People, Performance and Purpose, Third Edition
    • Tolhurst, J (2010), The Essential Guide to Coaching and Mentoring, Second Edition

Reflective listening helps motivate the coachee, provides them with insights and information, and strengthens the relationship between the coach and coachee. This resource looks at the barriers that stop us from being reflective listeners. Select a barrier to see a full description.


Barriers to reflective listening

  • Rehearsal


    If you think about and anticipate how you will respond to someone else, you may not properly listen to what is being said.

  • Identifying


    By constantly attributing what is said to your situation or feeling, you can fail to listen to the feelings of the speaker.

  • Advising


    Telling a coachee ??? as opposed to listening to them and thoughtfully questioning ??? will often mean you are not actually reacting to what they have said.

  • Being right

    Being right

    Reflective listening is about considering what the coachee has said, rather than point-scoring by being right.

  • Not paying attention

    Not paying attention

    You cannot be a reflective listener if you are distracted or daydreaming.

  • View sources
    • Hill, P (2004, Concepts of Coaching
    • Tolhurst, J (2010), The Essential Guide to Coaching and Mentoring, Second Edition

The GROW model

  • Goals

    Coachees set their own goals, write them down, and establish what they want out of the session with help from the coach.

  • Reality

    Let the coachee tell their story, invite self-assessment, and find out about problems, achievements, and what they can learn from these.

  • Options

    Brainstorm options with the coachee ??? ask them, rather than telling them, how they can move towards a goal and what has worked in the past.

  • Wrap-up and way forward

    Identify specific steps and obstacles, and write an action plan.