Department of Management, Sheffield Business School, Sheffield Hallam University, Sheffield, United Kingdom.
SKEMA Business School, Université Côte d'Azur, Lille, France.
Ann N Y Acad Sci. 2021 Jan;1483(1):142-152. doi: 10.1111/nyas.14316. Epub 2020 Feb 21.
Our article depicts and interrogates the claims for seeing coaching and mentoring as being distinct from each other, and rather suggests that context is agentic in determining which aspects of these two helping orientations are likely to be used by practitioners. To start with, our article traces the development of coaching and mentoring as two separate discourses. Traditionally, coaching has been associated with a shorter term performance focus, with the coach portrayed as a process- rather than a content knowledge-based expert. By contrast, mentoring has a longer-term holistic focus, where the mentor has direct experience and knowledge in the setting that the mentee is operating in. Then, we discuss some limitations of seeking conceptual distinctiveness in purely theoretical terms, including accentuating differences of practices that cannot easily be disentangled from each other in practice. Therefore, on the basis of a case study, where coaching and mentoring behaviors are used by leaders and managers, we argue that context plays an agentic role and influences which of the helping orientations is used by practitioners. We conclude that, context being multifaceted, it leads to a kaleidoscope of coaching/mentoring behaviors, which supports a practice-based approach to the debate.
我们的文章描述并探讨了将教练辅导视为彼此不同的观点，而更倾向于认为背景是决定从业者可能使用这两种帮助取向的哪些方面的主要因素。首先，我们的文章追溯了教练辅导作为两个独立话语的发展。传统上，教练辅导与短期的绩效焦点相关联，教练被描绘为一个过程而不是基于内容知识的专家。相比之下， mentoring 具有更长期的整体焦点，导师在 mentee 所在的环境中具有直接的经验和知识。然后，我们讨论了在纯粹理论术语中寻求概念上的独特性的一些局限性，包括强调实践中的差异，而这些差异在实践中很难轻易分开。因此，基于一个领导者和管理者使用教练辅导行为的案例研究，我们认为背景起到了主要作用，并影响了从业者使用哪种帮助取向。我们的结论是，由于背景是多方面的，它导致了教练辅导行为的万花筒，这支持了基于实践的辩论方法。
