Coach vs Mentor

Mentoring and Coaching: The Roles and Practices
Dr. Norhasni Zainal Abiddin, Universiti Putra Malaysia, Malaysia

ABSTRACT Mentoring and coaching are all part of educational training to develop people in the professions. There are several similarities and differences in the main issues involved in mentoring and coaching. They are related to the selfdevelopment, professional growth and career development of the mentee/coachee. In establishing the approaches to be used, care must be taken to ensure that each person understands the limits or boundaries of the relationship. Indeed, it may be as important to indicate that there is a way out of the relationship as it is to encourage its development in the first place. Supervisory approaches vary and depend on the people involved, the place of meeting and the terms of the relationship. Not only do mentors/coaches have to play their role but the mentees/coachees too, and all this must be placed within the specific institutional context. Therefore, this paper will be reviewing the literature on mentoring and coaching. In this, roles and practices of mentor/coach and mentee/coachee will be described. INTRODUCTION Essentially, learning involves two parties, the teacher (also known as the supervisor, mentor, coach) and the student (known as the trainee, mentee, mentoree, coachee, protégé). The relationship between the teacher and student plays an important role in promoting the student’s objectives. Many authors have mentioned the importance of the relationship between a student and a supervisor in this context (Acker et al. 1994; Cryer 2000; Graves and Varma 1999; Phillips and Pugh 2000), particularly where the two work closely over a number of years. However, sometimes a problem of compatibility occurs between them and therefore, Hockey (1997) and Wilkin (1992) suggest that they both need to know their roles in order to ensure a good relationship. This paper will discuss the range of supervisory approaches commonly

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