When Mentoring Meets Coaching Part 1

WHEN MENTORING MEETS COACHING
Part One

by Kate Sharpe & Jeanie Nishimura

Co-authors Kate Sharpe and Jeanie Nishimura explicitly state in the Introduction the purpose of their book When Mentoring Meets Coaching: "...to provide all those involved in education ...with the principles, attitudes, behaviours, and skills they need to support capacity building from the inside out." (xvii)  

The inside out approach to mentoring and coaching that the co-authors recommend " ...shifts the traditional focus of the [mentoring-coaching] relationship from one of sharing on the part of the mentor to one of focusing on the wants and needs of the mentee through inquiry, reflection, and accountability." (3)  The mentor, in this approach, moves away from playing the role of expert and advisor, and instead, "...invites the mentee to dig deep and access their [sic] own gifts and wisdom, in the service of building their confidence and competence." (7) 

Sharpe and Nishimura contend that a powerful learning model results when mentoring and coaching are combined.  This model has several key components:

1. A clear set of coaching skills and principles;
2. A capacity-building approach whereby the mentor asks questions rather than gives answers;
3. A "path for structured conversation"; and,
4. The promise of "support over time". (15)  

The 6 guiding principles of mentoring and coaching are summarized at the end of the first chapter:

1. Co-creating the mentor-coaching relationship through building trust and offering support, challenge, and encouragement;
2. Holding the mentee resourceful and creating a space for the mentee "...to dig inside and find the path or solution" for him/herself'. (21);
3. Supporting the mentee's strengths and values;
4. Inviting the mentee's reflection and self-discovery;
5. Fostering awareness, choices, and accountability; and,
6. Sharing mentor-coach experiences and expertise only when doing so is "in service of the mentee". (18)

Co-authors Kate Sharpe & Jeanie Nishimura

In Chapter 2, the co-authors explore how the mentor-coach can help the mentee build his/her capacity.  The key thing for the mentor-coach to do is to help the mentee identify his or her strengths and leverage them during leadership challenges.  The authors suggest that a written list of the mentee's strengths be generated and kept available so that they can be accessed during mentor-coaching conversations and when challenges arise.   This strength-based approach, however, does not imply that a mentee's weaknesses be ignored; rather, the mentee should "manage" his or her weaknesses by adjusting his or her mindset and holding realistic expectations for him/herself . (26)  

In the remainder of Chapter 2, Sharpe and Nishimura demonstrate that current research - including research summarized in the McKinsey Report (2012) - indicates that "...coaching and mentoring are two of the most effective methodologies to support enhanced professional learning and integration." (34)   They also show in this chapter that mentor-coaching from the inside out is an effective approach to adult learning as it places the mentee in charge of his/her own learning, focuses on "real and relevant experiences", and is based on the principle that adults bring a depth of experience and knowledge to the learning process. (40) 

The focus of Chapter 3 is on the mentor-coaching relationship.  The mentor-coaching relationship should be such that, in the language of Edmondson's (2003) concepts, both psychological safety and accountability are high.

Edmondson's Four Zones 

According to the authors, the optimal Learning Zone is achieved when the mentor-coaching relationship is collaborative, open, flexible, interdependent, and focused on learning.   They also maintain that the starting point of the mentor-coach relationship should be a focus on the mentee's "learning wants" and "growing edges". (56)   Important aspects of the mentor-coaching relationship include:

• appreciative or strengths-based mindset  
• reciprocal learning 
• mentor as a thinking partner

Sharpe and Nishimura illustrate the critical characteristics of an effective mentor-coaching relationship via their Mentor-Coaching Relationship Critical Characteristics Wheel:

Meaning Making is achieved through the mentor-coach's sharing of stories , wisdom, and experience that support the mentee's learning.  With respect to Confidence and Assuming Competence, the authors note that "...the guiding mentor-coaching principle [is] holding the mentee resourceful, creative, and expert in [his or her]own life." (69)

The main topic of Chapter 4 is the authors' mentor-coaching model.   This model has three zones - red, yellow, and green.  The task of the mentor-coach is to support the mentee in moving through the red zone first, then the yellow zone, and finally, the green zone.   The red zone focuses on the individual - the mentee's awareness of his/her own strengths, values, and goals.  The yellow zone shifts the focus to the collective - to other stakeholders, including the mentor-coach, and how they can support the mentee in his/her learning and growth.   The green zone is about results - "...specific, desired changes in performance, fulfillment, and growth for the mentee." (89)

Sharpe & Nishimura's Mentor-Coaching Model