Connect on Whatsapp : +1 206 673 2541, Get Homework Help 24x7, 100% Confidential. Connect Now

Implementing Coaching and mentoring | Business Assignment Writers

This paper will comprehensively illustrate the approaches to developing and implementing coaching and mentoring programmes as vital entities in organizations. The use of coaching and mentoring programmes comprise of fundamental tools vital to ascertain that employees achieve the best and highest potential in the workplace. The primary objective of coaching and mentoring entails its focus on empowering, engaging, and ascertaining that employees in organizations perform in the level best possible. The approaches are crucial to building capacity, confidence, and motivation for the employees to perform excellently. Therefore, the paper will create an understanding of the two concepts and their application in impacting to competitiveness and productivity of both employees and organizations. Furthermore, it will provide key recommendations for developing and implementing coaching and mentoring activities in organizations.

L01: Nature, Purpose, and Benefits of Coaching and Mentoring in Organizations.

  • Definition and Differences Between Coaching and Mentoring Concepts.

The capacity to retain competitiveness and high productivity in an organization, continuous employee development, improvement, motivation, direction, and encouragement is critical for the realization of professional and personal objectives. Coaching and mentoring continue to gain momentous on their significance to inducing positive growth and competitiveness of the employees in organizations. The contextual approach to coaching and mentoring are used as tools to empower, engage, build trust, commitment, and dedicated employees to be the best selves possible. This functions in line with the fact that human resources comprise of the most significant asset in organizations. Hence, coaching and mentoring serve to enable human capital to achieve the maximum potential in organizations. Thus, enhancing productivity, competitiveness, and high performance.

Grover and Furnham (2016, 7) outline coaching as an approach used in organizations to unlock an employee’s potential, leading to the maximization of their performance. The execution of coaching revolves around helping employees to learn rather than teaching them various components essential to their functionality (Bozer and Jones, 2018, 342). The application of coaching in the workplace functions to help the employees to learn and identify the best ways they can enable them to keep on growing in their careers (Sonesh, Coultas, Marlow, Lacerenza, Reyes, and Salas, 2015, 189). The coaching aspect is based on guiding and asking rather than issuing telling and emphasizing. That is, provoking critical thinking rather issue demands and directives to the employees. This impacts on letting the employees become more aware and accountable if their actions and progress of the realization of their goals within the organization – both personal and career (Jones, Woods and Guillaume, 2016, 249).

McLaughlin (2010, 871) note that mentoring involves the sharing of knowledge, life experience, skills, and functional capacity, which is directed to guide another individual to reach their full potential. According to Postlethwaite (2019, 3) mentoring involves a path to shared discovery between the mentor and the mentee. Mentors are committed to providing a supportive relationship to the mentees in which they induce positive influence towards encouraging the young minds towards the process of achieving their fullest potential (Montgomery, 2017, 2158244017710288). Montgomery, Dodson, and Johnson (2014, 2158244014558043) state that mentoring involves mentors sharing their experiences to mentees to provide them with guidance, motivation, encouragement, emotional support, and source of a role model to emulate. Thus, guide the young protégé to becoming better and effective in the workplace (Strauss, Johnson, Marquez, and Feldman, 2013, 82).

The main difference between the coaching and mentoring concepts revolve around the relationship between the provider (coach/mentor) and the recipient (coachee/mentee) (Carmel and Paul, 2015, 479). Coaching follows a more structured and formal approach in the relationship with the coachee while the mentor establishes an informal association with the mentee (Irby, 2018, 2). While coaching is based on a short duration of time, mentoring ensures a long-term relationship that is sustained by mutual respect and trust (Irby, Boswell, Kapller, Lynch, Abdelrahman, and Jeong, 2017, 2). Thus, mentors keep the mentees close and follow-up on their progress through continuous engagements while coaches invoke a sense of self-guiding progress triggered by provoking questions and guidance on the proceedings to make in the learning process (Nottingham, Mazerolle, and Barret, 2017, 234). Thus, initiate self-drive and commitment to the tasks.

The implementation of both coaching and mentoring sets a precedent for helping employees take control of their career and personal development (Irby, 2018, 3). Both approaches motivate the employees to become the best selves by striving to maximize on their potential (Strauss, Chatur, and Taylor, 2009, 135). The approaches focus on enabling employees to improve on their performance and capacity to deliver results (Cross, Lee, Bridgman, Thapa, Cleary, and Komhaber, 2019, 4). Skills and competence development are key for coaching and mentoring programs. Thus, impact positively on the employees and organizations for both short-term and long-term sustainability of the functionality, performance, and productivity (Losch, Traut-Mattaush, Mühlberger, and Jonas, 2016, 629).

Examples of Coaching and Mentoring Models

The GROW Model.

The GROW Model comprises of the most well-known model of coaching. Its origins can be traced to the late 1980s developed by Sir John Whitmore, Alan Fine, and Graham Alexander (Serrat, 2017, 897). GROW is an acronym of key stages of a coaching conversation that includes Goal, Reality, Options, and Way Forward. Figure 1 outlines that the goals stipulate both short-term and long-term strategic objectives that require SMART functioning to achieve. The reality comprises the need for self-assessment and feedback issued in the coaching and mentoring process to nurture the best skills. The options indicate the provocation of critical thinking and offering suggestions to provide solutions (Garvey, Garvey, Stokes, and Megginson, 2017, 2). The way forward or wrap-up indicates the commitment to the realization of the set goals and action plan. Thus build capacity and functional capabilities for the highest potential.

Figure 1: The GROW Model.

(Source: Haslam, 2020, 11).

STAR Model

The STAR Model comprises of Situation, Task, Actions, and Results. The coaching and mentoring process allows an individual to identify a challenging situation that creates an opportunity for scrutiny and analysis of tasks required to achieve the set objectives (Lancer, Clutterbuck, and Megginson, 2016, 2). The actions facilitate the individual to assess the rationale of different approaches to ensure the best results are acquired. Figure 2 illustrates the connections of STAR and CLEAR models for effective coaching and mentoring processes.

Figure 2: STAR and CLEAR Models.

(Source: Haslam, 2020, 12).

  • Benefits of Coaching and Mentoring for Different Stakeholders in Organizations.

Coachee and Mentees

The implementation of coaching and mentoring programmes in organizations induce profound benefits for the coachees and mentees. It helps them identify the key skills and competence capacity that can be developed into greater potential. This is beneficial to the coachees and mentees as they develop the skills and functional capacity (Grover and Furnham, 2016, 7). Access to dedicated persons willing to offer critical advice and guidance is essential for the long-term functionality of the employees. This is based on building skills and competence through the guidance of an intellectual and experienced person. Thus, access a safe environment for career pacesetting and experience building that is vital for future competitiveness (Sonesh et al., 2015, 189). Hence, enable the coachees and mentees to be better in the future – more competitive, product, and oriented for the early setting of goals, ambition, and future aspirations.

Coaches and Mentors

As a manager, coaching or mentoring process is bound to improve the working relationship with the employees. This is integral to increase productivity in your department, employee performance, and overall organizational performance (Bozer et al., 2018, 342). It impacts in better understanding of the personal strengths and weaknesses at the managerial position. In turn, set a precedent for the improvement of leadership skills and how to influence, motivate, and encourage employee performance and productivity in the organization. This is a core aspect of the coaches and mentors to expand professional qualifications. Also, the positive impact on someone’s professional and personal development is fulfilling as a manager (Lim et al., 2019, 82). Thus, coaches and mentors benefit significantly as the result of successfully implementing coaching and mentoring of the junior employees in an organization.

Organizational Benefits

The organizational benefits arising from effective coaching and mentoring programmes implementation culminate in the overall performance of the organization. The implementation of coaching and mentoring structures in an organization establishes a motivating, encouraging, and engagement approach in an organization (Jarosz, 2016, 34). In turn, build employee commitment and dedication to the organization. The coaching and mentoring programmes establish an organizational culture where leaders are committed to the improvement of the employees. Subsequently, impact on employee commitment and loyalty to the organization (Cross et al., 2019, 4). Coaching and mentoring build capacity facilitating the expansion of the strengths and weaknesses of an employee (Nottingham et al., 2017, 234). Hence, ascertain high performance, productivity, and efficiency in the stipulated time frame and budget of goals and objectives realization. Therefore, organizations are bound to benefit profoundly from successful coaching and mentoring programmes.


L02: Different Ways Coaching and Mentoring Can Be Implemented in Organizations.

2.1.     Types of Coaching and Mentoring that Can Be Implemented in Organizations.

There exist different types of coaching and mentoring that can be implemented in an organization. Each type induces its own benefits and has its own characteristics that are vital to the success of the approach chosen. The implementation of different types of coaching and mentoring depend on the consideration of who will be involved, the learning and engagement processes, intended objectives, communication strategies, and commitment to the procedure. Thus, ascertain the maximum benefits for both the individuals and the organization.

Career Coaching. Career coaching is critical for enhancing critical decision making and steps in career development (Hur, Cho, and Kwon, 2018, 41). Career coaching entails the process of enabling a person to identify personal goals, develop leadership skills, plan and execute career moves to secure good positions in an organization or job search process. Career coaching is critical for “career development efforts and transition needs” (Lim, Oh, Ju, and Kim, 2019, 82). Deiorio, Carney, Kahl, Bonura, and Juve (2016, 33480) asset that career coaching is critical for providing essential guidance to learners, “leading to the achievement of academic performance, competency development, and career progression.

Life Coaching. Life coaching entails the process of helping others by “empowering them to make, meet, and exceed goals in their personal and professional lives” (Jarosz, 2016, 34). Life coaching provides the right framework that supports an individual to continually set goals and achieve them (Martinez, 2016, 2). Thus, career coaching is critical for every human being at any level in life.

Performance Coaching. The process of performance coaching revolves around the creation of an environment that coachees are challenged and supported to build core skills vital to the improvement of their overall performance (Jones et al., 2016, 249). The approach helps bring the best self of an individual to perform their best. The implementation of high-performance coaching is fundamental to helping individuals achieve the optimal very best they possibly can in the action plans (Losch et al., 2016, 629). Hence, it helps build and develop the necessary skills crucial to sustaining continued high performance.

E-Mentoring / Online Mentoring. The approach involves a digital mechanism to provide a guided mentoring relationship (Williams, Sunderman, and Kim, 2012, 1). Online mentoring can be executed through various means, including a software bring the mentor and mentees to a common platform, e-mails, video conferencing, simulations, among others (Rowland, 2012, 228). The approach transcends geographical boundaries. It only requires scheduling of the mentoring exercise in which the mentor and the mentee are both available (Chong et al., 2019, 2). Thus, executed virtually.

Work Shadowing. Work shadowing is a process of mentoring entails the activity whereby a mentee spends quality time with an experienced person to learn, know, and understand how to do a particular job (Mader, Mader, and Alexander, 2017, 8). This creates quality work experience to learn how tasks are executed, and one can acquire the necessary skills to do the job better (Mulkerrin, Leising, and Sykes, 2018, 31). Thus, observation of experienced professionals doing a particular job is critical to acquiring a better understanding of the job.

Group-Peer Mentoring. The approach involves a group of peers mentoring each other. The approach is critical for building a robust and healthy workplace relationship that is key to respective and overall organizational performance (Pololi and Evans, 2015, 192). Group-peer mentoring brings the best of the teamwork and cooperation spirit among the colleagues. Thus, critical for strong collective projects and functionalities.

2.2.     Role of Line Managers Within Coaching and Mentoring.

Line managers play a critical role in providing the necessary coaching and mentoring within organizations. Line managers serve as the link in the top-down approach of an organization whereby communication of the organization’s strategic objectives to the junior staff is communicated (Millar, Gitsham, Bozer, Sarros, and Santora, 2013, 2). As responsible for departmental operations and units of the project’s implementation, the line manager’s capacity to effectively coach and mentor their teams and respective individuals are crucial to the overall performance (Mackie, 2014, 118). The successful project implementation highly relies on the line managers to influence positive values and commitments among the employees.

In coaching and mentoring processes, the line managers are responsible for the assessment of an individual’s needs and readiness to respond to the implementation procedures positively. Also, they link the employees whom they are responsible for to the top executive and board members. The line managers are tasked with determining the best approaches that induce the highest benefits to the employees. This allows them to determine the use of internal or external coaches and mentor to help their employees attain the highest potential (Hicks, Carter, and Sinclair, 2013, 2). As well, line managers monitor the progression of coaching and mentoring processes and their significance in the organization. That is, evaluate the realization of the set objectives and integrate the coaching and mentoring processes to the overall human resources practices (Mühlberger and Traut-Mattaush, 2015, 198). Thus, enable the employees to perform excellently and efficiently.

However, some studies assert that there are discrepancies in the effectiveness of most managers’ execution of coaching and mentoring of their employees. Milner and Milner (2018) assert that most managers lack the capacity to coach and mentor their employees. In the years of their study, Milner and Milner (2018) find that most managers confuse coaching their employees and telling them what to do. The implementation of coaching entails “unlocking a person’s potential to maximize their own performance” (Milner and Milner, 2018).


 L03: Implementation of Coaching and Mentoring Programmes Within Organizations.

3.1.     Factors That Need to Be Considered When Implementing Coaching and Mentoring in Organizations.

For a successful implementation of coaching and mentoring programmes within organizations, consideration of key factors that affect the functionality of the process is fundamental. There are a number of factors to consider that are illustrated and explained below.

Selection Criteria

The selection of the persons to undergo through the coaching and mentoring process is critical. This is based on the consideration of the coaching and mentoring needs to ascertain a smooth flow of the process (Deiorio et al., 2016, 33480). Also, it creates an enabling environment in which the needs of the employees can be addressed adequately through the coaching and mentoring process. In turn, set course for increased performance and competitiveness among the employees after unlocking their highest potential.

It is noteworthy that the managers must determine how they will select individuals from their departments to undergo through the coaching and mentoring programmes (Chong et al., 2019, 3). That is, based on selecting, partial selection, maintenance of equality and equity, gender considerations, merit, and accessibility. This ascertains that the most deserving employees are facilitated to unlock their potential fully.

Principles and Culture

The consideration of the principles and culture to improve is integral to the implementation of coaching and mentoring programmes in an organization—the principles, including encouraging employee loyalty, commitment to the organization, productivity, and competitiveness. The consideration of principles to install through coaching and mentoring is fundamental to the functionality and performance of the employees (Hur et al., 2018, 41). The coachees and mentees need to learn the best and nurture their skills to achieve the highest performance capacity possible. The coaching and mentoring processes need to install a culture of creativity, competitiveness, and innovativeness as part of the core principles of organizational performance (Serrat, 2017, 4). In turn, it set the employees to tapping any new opportunities that be beneficial to the self and the organization. Therefore, consideration of principles and culture to champion is fundamental to the long-term performance and productivity of individuals.

Format and Design of Coaching and Mentoring Programmes

The consideration of the format and design of the coaching and mentoring program is informed by the availability of resources to sustain the process. Therefore, the consideration of the recipient and provider of the program is essential. Also, the consideration of the format and designed to be utilized, including face-to-face, peer groups, e-mail, online, among others, is critical to cut on execution costs and sustainability (Williams et al., 2012, 1). The frequency and duration of the sessions are fundamental to ascertain quality in a timely and budgetary competitive manner.

As well, the consideration of the ground rules is crucial to ensure that the coachees and mentees feel secure and can trust the process. This involves consideration of aspects such as confidentiality and protection of privacy, allowing the coachees and trainees to decide the extent of what they can expose (Rowland, 2012, 228). Also, it is crucial for a positive relationship between the coaches and coaches, and mentors and mentees. Therefore, it culminates in the overall acceptance and positive perception of the implementation process.

Structure of Coaching and Mentoring Supervision

The consideration of the structure of coaching and mentoring supervision will be integral to allow the coaches and mentors free to execute what they expertized on their professional lives (Garvey et al., 2017, 2). The considerations entail the control measures and the extent to which the coaches and mentors are bound to push the process. The supervision controls are critical to mitigate potential fall-backs and negative effects that can be experienced in the process.

The discussion of the worries and concerns of the coaches will be brought forth to ensure they induce the highest impact on the employees. The coaches and mentors have an opportunity to learn about the coachees and mentees. Thus, ascertain they develop the most effective and efficient coaching and mentoring program that ascertains the maximum benefits.

Implementation Support Mechanisms

This involves the consideration of how to enable the coaches and mentors to efficiently implement the coaching and mentoring programmes. The organization puts all available resources at the disposal of the coaches and mentors to ensure they run the programmes without a hitch and achieve the best (Straus et al., 2009, 135). This is critical for the employees to access a mix of adequate skills in personal and foundational workouts. The organization’s support of the process is essential to emphasize the value and significance of the process that crucial to the future productivity and functionality of the employees and the organization.

The administrative capacity in the implementation process is crucial to the success of the implementation of coaching and mentoring programmes. The consideration of the most efficient administrative stewardship – internally and externally is vital to the process (Irby et al., 2017, 2). Thus, ensure that coaches and mentors meet the right qualifications required to execute the process.  

Support and Evaluation

A consideration of the support mechanisms will be necessary to ensure that the coaching and mentoring process remains on course. The evaluation of the implementation of coaching and mentoring programmes in the organization and their impacts is vital to determine the realization of the set objectives (Hicks et al., 2013, 2). This is vital to ensure the implementation process remains on course and focuses on achieving the set objectives.

3.2.     Recommendations for How Coaching and Mentoring Activities Could Be Developed and Implemented.

The recent diversification of the business shows a profound need for the implementation of a coaching and mentoring program. There is an indication of the willingness to formalize the coaching and mentoring as core components in the organization. The following recommendations are critical to resolving the uncertainties of how to go about the process and improvement of the employees’ capacity to higher performance.

Recommendation One: The recent diversification of the organization has created an opportunity to reboot the organization with new structures and values to guide the functionality of the organization. It is essential to set a new vision, mission, and strategic objectives that are clearly communicated across the organization. This impacts the creation of common goals and purpose among the employees at different levels across the organization. Thus, build an organizational culture of commitment and loyalty towards the organization.

Recommendation Two: The establishment of a hierarchical (top-down) approach that establishes key levels within the organization. This focuses on responding to the perception of the line managers not seeing it as their role to coach and mentor the employees within the organization. With the formalization of coaching and mentoring – outlining clearly spelled out mandates of the line managers is fundamental to serve as the link between the organization and the employees. Also, encouraging the line managers to be more invested in their teams is vital to identifying the coaching and mentoring needs for respective individuals and overall teams in different departments. This recommendation seeks to build the capacity of the line managers as the primary coaches and mentors in the organization.

Recommendation Three: Following the formalization of coaching and mentoring in the organization, it is crucial to set the qualification requirements to take up the role of mentors. The organization should acquire qualified coaches and mentors externally for the first time in the implementation process. More funds should be committed to building the capacity of the line managers to serve as future coaches and mentors in the organization. The external coaches and mentors are vital to set the pace in the transition period. Thus, they should be encouraged to work closely with the line managers and ascertain proper functioning in the organization.

Recommendation Four: To address the employees’ need to develop better customer care and IT skills, the organization should consider adopting a simulation program that allows the employees to practice the knowledge and expertise acquisition in the specific areas. This recommendation should be concisely managed to ensure it does not overwhelm the employees. Thus, coaching and mentoring are turned lively and engaging, setting a course of robust organizational culture.

3.3.     Development of Coaching and Mentoring in an Organizational Context.

For the first time of the formalized coaching and mentoring process within the organization, cooperation and collaboration will be paramount. The cooperation and collaboration of the external (coaching and mentoring experts) and the internal (line managers) is essential to set course for future programs implementation. It is important to bolster the relationship between the external and internal coaches and mentors in the transition period. Thus, ensure that the organization sets a good pace for future proceedings in the implementation of coaching and mentoring.

Also, the development of coaching and mentoring in an organizational context involves the incorporation of the employees’ views. These are fundamental to identify the priority needs and ensure no resistance is experienced in the process—the engagement of the employments impacts in further understanding of the organization’s strategic objectives. Thus, commit to the realization of organizational, functional capacity, and competitiveness.

Furthermore, involving the HR team is crucial to align the coaching and mentoring programmes to the long-term needs of the organization. This enables the creation of a good relationship between the stakeholders and among themselves, i.e., the external and internal coaches and mentors, the employees, the executive management, investors, among others that are directly affected by the performance of the organization. Thus, set a course for a committed organizational culture that operates in the best interest of the organization.


In conclusion, coaching and mentoring play a crucial role in unlocking the potential of individuals to be their best selves. This culminates in increased performance and productivity of respective employees and overall organization. The implementation of coaching and mentoring programmes in organizations set course for future competitiveness and robust organizational culture that maintains employees’ commitment and loyalty. Therefore, coaching and mentoring activities in an organization are crucial to the realization of the organization’s strategic objectives.


Bozer, G. and Jones, R.J., 2018. Understanding the factors that determine workplace coaching effectiveness: a systematic literature review. European Journal of Work and Organizational Psychology27(3), pp.342-361.

Carmel, R.G. and Paul, M.W., 2015. Mentoring and coaching in academia: Reflections on a mentoring/coaching relationship. Policy Futures in Education13(4), pp.479-491.

Chong, J.Y., Ching, A.H., Renganathan, Y., Lim, W.Q., Toh, Y.P., Mason, S. and Krishna, L.K., 2019. Enhancing mentoring experiences through e-mentoring: a systematic scoping review of e-mentoring programs between 2000 and 2017. Advances in Health Sciences Education, pp.1-32.

Cross, M., Lee, S., Bridgman, H., Thapa, D.K., Cleary, M. and Kornhaber, R., 2019. Benefits, barriers and enablers of mentoring female health academics: An integrative review. PloS one14(4).

Deiorio, N.M., Carney, P.A., Kahl, L.E., Bonura, E.M. and Juve, A.M., 2016. Coaching: a new model for academic and career achievement. Medical education online21(1), p.33480.

Garvey, R., Garvey, B., Stokes, P. and Megginson, D., 2017. Coaching and mentoring: Theory and practice. Sage.

Grover, S. and Furnham, A., 2016. Coaching as a developmental intervention in organisations: A systematic review of its effectiveness and the mechanisms underlying it. PloS one11(7).

Hicks, B., Carter, A. and Sinclair, A., 2013. Impact of coaching on employee well-being, engagement and job satisfaction. Brighton (England).

Hur, Y., Cho, A.R. and Kwon, M., 2018. Development of a systematic career coaching program for medical students. Korean journal of medical education30(1), p.41.

Irby, B.J., 2018. Editor’s Overview: Differences and Similarities with Mentoring, Tutoring, and Coaching.

Irby, B.J., N. Boswell, J., Kappler Hewitt, K., Lynch, J., Abdelrahman, N. and Jeong, S.H., 2017. The mentoring relationship.

Jarosz, J., 2016. What is life coaching? An integrative review of the evidence-based literature. International Journal of Evidence Based Coaching and Mentoring14(1), p.34.

Jones, R.J., Woods, S.A. and Guillaume, Y.R., 2016. The effectiveness of workplace coaching: A meta‐analysis of learning and performance outcomes from coaching. Journal of Occupational and Organizational Psychology89(2), pp.249-277.

Lancer, N., Clutterbuck, D. and Megginson, D., 2016. Techniques for coaching and mentoring. Routledge.

Lim, D.H., Oh, E., Ju, B. and Kim, H.N., 2019. Mediating role of career coaching on job-search behavior of older generations. The International Journal of Aging and Human Development88(1), pp.82-104.

Losch, S., Traut-Mattausch, E., Mühlberger, M.D. and Jonas, E., 2016. Comparing the effectiveness of individual coaching, self-coaching, and group training: How leadership makes the difference. Frontiers in psychology7, p.629.

MacKie, D., 2014. The effectiveness of strength-based executive coaching in enhancing full range leadership development: A controlled study. Consulting Psychology Journal: Practice and Research66(2), p.118.

Mader, F.H., Mader, D.R. and Alexander, E.C., 2017. Job shadowing experiences as a teaching tool: A new twist on a tried and true technique. Atlantic Marketing Journal5(3), p.8.

Martinez, J., 2016. Life Coaching and Therapy: Possibilities in Dual Practice.

McLaughlin, C., 2010. Mentoring: what is it? How do we do it and how do we get more of it?. Health Services Research45(3), p.871.

Millar, C.C., Gitsham, M., Bozer, G., Sarros, J.C. and Santora, J.C., 2013. The role of coachee characteristics in executive coaching for effective sustainability. Journal of Management Development.

Milner, J. and Milner, T. Aug 14, 2018. Most Managers Don’t Know How to Coach People. But They Can Learn. Harvard Business Review, [Online]. Available at: https://hbr.org/2018/08/most-managers-dont-know-how-to-coach-people-but-they-can-learn

Montgomery, B.L., 2017. Mapping a mentoring roadmap and developing a supportive network for strategic career advancement. SAGE Open7(2), p.2158244017710288.

Montgomery, B.L., Dodson, J.E. and Johnson, S.M., 2014. Guiding the way: Mentoring graduate students and junior faculty for sustainable academic careers. Sage Open4(4), p.2158244014558043.

Mühlberger, M.D. and Traut-Mattausch, E., 2015. Leading to effectiveness: Comparing dyadic coaching and group coaching. The Journal of Applied Behavioral Science51(2), pp.198-230.

Mulkerrin, E., Leising, A. and Sykes, T., 2018. On the Job. The Science Teacher85(5), pp.31-37.

Nottingham, S.L., Mazerolle, S.M. and Barrett, J.L., 2017. Roles of mentoring for novice athletic training faculty members. Athletic Training Education Journal12(4), pp.234-243.

Pololi, L.H. and Evans, A.T., 2015. Group peer mentoring: an answer to the faculty mentoring problem? A successful program at a large academic department of medicine. Journal of Continuing Education in the Health Professions35(3), pp.192-200.

Postlethwaite, B.E., 2019. Creating a Mentoring Program That Works. 2019 Volume 22 Issue 3, (3).

Rowland, K.N., 2012. E-mentoring: An innovative twist to traditional mentoring. Journal of technology management & innovation7(1), pp.228-237.

Serrat, O., 2017. Coaching and mentoring. In Knowledge Solutions (pp. 897-902). Springer, Singapore.

Sonesh, S.C., Coultas, C.W., Marlow, S.L., Lacerenza, C.N., Reyes, D. and Salas, E., 2015. Coaching in the wild: Identifying factors that lead to success. Consulting Psychology Journal: Practice and Research67(3), p.189.

Straus, S.E., Chatur, F. and Taylor, M., 2009. Issues in the mentor–mentee relationship in academic medicine: A qualitative study. Academic medicine84(1), pp.135-139.

Straus, S.E., Johnson, M.O., Marquez, C. and Feldman, M.D., 2013. Characteristics of successful and failed mentoring relationships: a qualitative study across two academic health centers. Academic medicine: journal of the Association of American Medical Colleges88(1), p.82.

Williams, S., Sunderman, J. and Kim, J., 2012. E-mentoring in an online course: Benefits and challenges to e-mentors. International Journal of Evidence Based Coaching & Mentoring10(1).

Cite this Page

Implementing Coaching and mentoring | Business Assignment Writers . (2022, July 21). Essay Writing . Retrieved September 29, 2022, from https://www.essay-writing.com/samples/implementing-coaching-and-mentoring/
“ Implementing Coaching and mentoring | Business Assignment Writers .” Essay Writing , 21 Jul. 2022, www.essay-writing.com/samples/implementing-coaching-and-mentoring/
Implementing Coaching and mentoring | Business Assignment Writers . [online]. Available at: <https://www.essay-writing.com/samples/implementing-coaching-and-mentoring/> [Accessed 29 Sep. 2022].
Implementing Coaching and mentoring | Business Assignment Writers [Internet]. Essay Writing . 2022 Jul 21 [cited 2022 Sep 29]. Available from: https://www.essay-writing.com/samples/implementing-coaching-and-mentoring/
Get FREE Essay Price Quote
Pages (550 words)
Approximate price: -