Blog Post

Mentoring, Training and Coaching – what’s the difference?

Mentoring is usually and informal relationship between 2 people where there is no obligation on either party. It is usually formed out of mutual respect in a professional association.

• Mentors give advice, guidance and support
• Mentors are often more senior and more experienced and can offer opportunities and networking connections to the mentee that would otherwise be out of reach.
• The mentoring relationship can last a long period of time
• Mentors focus on career and personal development with the agenda being set by the mentee

Coaching actively seeks to unlock potential, to fine tune and develops skills. It is focused on the coachees personal needs and learning styles with the aim of addressing specific performance issues.

• Coaching may focus on interpersonal skills, which cannot always be readily or effectively addressed in a traditional training environment.
• It takes place in the “live” client environment and is highly effective when used as a means of supporting training initiatives to ensure that key skills are applied effectively to the workplace.
• Coaches enable the other person to acquire the skills rather than doing the job for them and is focused on achieving specific, immediate goals
• Coaching is generally more structured
• Coaches seek to enable the coachee to be confident and independent in an appropriate short time-frame – mentors are happy with a longer-term relationship based on their ability to provide advice and share knowledge

Training involves the transfer of skills, e.g. change in procedures, new systems, and new job function. The programmes are mostly generic and not always tailored to individual needs.

• Training can be delivered in classroom, on the job and e-learning formats
• The Trainer will have extensive experience and knowledge and be regarded as the subject matter expert
• Participants generally have to complete standard modules, so there is little room for adapting a programme to account for existing knowledge, skills or preferences
• Training, if it is not on the job, is not always sufficiently similar to the ‘live’ working environment to ensure effective skills transfer
• It is best suited to transfer of knowledge and certain skills rather than the development of personal qualities or competencies
• Discussion, simulations, case studies, and other forms of interaction are critical for an effective training experience

Which programme is right for your staff?

Get in touch with Montpellier to discuss your requirements.