Role of coaching and mentoring of higher education in India

INTRODUCTION The terms are increasingly used interchangeably as coaching and mentoring activities are broadly similar and both flourish when key conditions and skills are in evidence. Mentoring is generally used to refer to a process by which a respected and competent individual provides guidance and advice, in order to assist someone less experienced develop in their work.Coaching refers to a more systematic process where one person takes another through an experiential learning cycle, with the intention of unlocking the individuals potential to maximize their own performance. This introductory guidance doesnt elaborate any further about a distinction between coaching and mentoring. There are numerous models and packages that are commercially available to support schools wishing to adopt more precise measures, but this guidance provides a level of general information to underpin the organisation of mutual support and learning within schools. Coaching and mentoring is neither cheap nor a substitute for other forms of learning and professional development. Coaching and mentoring is about encouraging and promoting professional development based on existing capacities and the potential forimprovement. Schools and colleges will only be able to progress in relation to their existing capacities for collegiality and leadership, and their ability to source and prioritise the necessary investment in terms of time and money. It is important to guard against over-ambition and over-zealousness where the lack of necessary resources can often lead to poor implementation.The EIS supports a model of coaching and mentoring which is primarily about developing and enhancing collegiality, and developing professional confidence amongteachers a model of coaching and mentoring primarily for, and by, teachers. The EIS would resist any unnecessary commercialisation of coaching and mentoring, and would question any need to import models from elsewhere which were not consistent with aims and principles outlined in this paper. The development of mentoring and coaching is fairly well established in many schools for probationers, and features as part of the Scottish Qualification for Head Teachers and also Project Leadership schemes. There is a need, however, for a clear focus on coaching and mentoring initiatives for supporting classroom teachers, including specific initiatives which build coaching and mentoring capacities themselves, and not simply building management capacities.Over time coaching and mentoring may become part of professional development for all teachers. EIS Learning representatives can play a significant role in such a development.It is important, however, that coaching and mentoring is not seen as the dominant vehicle for promoting professional development. The issue of resources, particularly time, cannot be avoided; there is also a clear financial requirement. A longer-term strategic outlook is necessary in order to create structures and systems and to identify funding to support coaching and mentoring initiatives. The EIS would support a focus on the following aims and principles Getting persons of any age to perform at their utmost is a bona fide challenge for those in tutelage roles, be they in the home, on the sports field, or at the workplace. Keeping a diverse

staff of employees both contented and focused on the work at hand is a job that's not for the faint-hearted. As fate would have it, there is an increasingly utilized managerial methodology that meets these weighty challenges head-on and with a proven track record of success. This coveted managerial road map, known as coaching and mentoring, essentially asks that its devotees conscientiously manage men and women as distinct individuals with unique talents and possibilities.With the baby boom generation poised to retire en masse from the workforce in the coming years, businesses will need to replace a wholesale brain drain of knowledge and skills. They will accomplish this in part by requiring their managers to be coaches. They will also need organizational mentors to pass down wisdom and know-how to the younger crowd. Right now, locating and maintaining the necessary critical talent to keep companies at once profitable and competitive is a huge concern.Thus, coaching and mentoring as a farsighted replacement for the old style of managing has assumed center stage. Unlike traditional managerial ways and means, coaching and mentoring instills in employees knowledge and skills that both enhance the present and augment the future.Successful managing in any venue is an art form. In the new millennium, managing men and women demands a whole lot more than technical proficiency and a loud, booming voice. To get the most out of their people, managers must appreciate the intricacies and depth of the human condition. A one-size-fits-all approach to managing staff just doesn't cut it anymore. In fact, it never really did make much sense nor did it maximize dollars and cents and that's what more and more executive decision makers are seeing.To maximize the performance of your team you must uncover what makes each and every one of your players tick. You've got to locate the keys that unlock their drive to succeed. And the only way you can possibly realize this goal is by closely working with every person in your charge on an individual basis. From the many on your team, you can accomplish one very satisfying result.Sure, coaching and mentoring as managerial disciplines aren't textbook solutions to every problem. People are, after all, a very imperfect and unpredictable bunch. Ironically, though, this is an essential tenet of coaching and mentoring. Yes, you heard it right. Coaching and mentoring tools and techniques are people-driven warts and all. Their managerial formulas are firmly grounded in fashioning contented and personally nourishing work atmospheres, while simultaneously making employees more productive. This highly resourceful and enlightening approach to managing individuals fully understands that these two positive results are not mutually exclusive.In fact, the chief reason that coaching and mentoring in management are becoming more widespread as accepted business approaches is precisely because their implementation is proving highly effective in spurring employees to produce favorable results. Companies that employ coaches as managers, bring in external coaches as consultants, or utilize mentors are not motivated by mere altruism. No matter what anybody says, businesses exist first and foremost to sweeten bottom lines.Coaches and mentors in management roles seek to amplify human possibilities, while simultaneously recognizing the consequence of profit maximization. By accepting the connection between employee job satisfaction and overall performance and level of productivity, coaching and mentoring offer new and improved ways of managing human beings.

Concept of Mentoring Definition of Mentoring by different authors 1. Becky Wai-Packard Mentoring is a term generally used to describe a relationship between a less experienced individual, called a mentee or protg, and a more experienced individual known as a mentor. Traditionally, mentoring is viewed as a dyadic, face-to-face, long-term relationship between a supervisory adult and a novice student that fosters the mentees professional, academic, or personal development (Donaldson, Ensher, & Grant-Vallone, 2000). It is important to acknowledge that the term mentor is borrowed from the male guide, Mentor, in Greek mythology, and this historical context has informed traditional manifestations of mentoring. The traditional model is but one configuration of mentoring within a wide range of possible models that vary in their structure and function. As for structure, mentoring can involve a one-o n-one relationship or a network of multiple mentors (Bird & Didion, 1992). A network may vary in timing of access to multiple mentors and in its content. In terms of timing, multiplementors may be enlisted concurrently (Burlew, 1991; Packard, 2003a) or sequentially (Baugh & Scandura, 1999; Nolinske, 1995). In terms of content, the network can contain peers, stepahead peers, or supervisors (Ensher, Thomas, & Murphy, 2001). For example, mentoring may involve a peer group, such as when women scientists convene to talk about the science community (Davis, 2001). A network can also refer to cascade mentoring, a popular group form in scie nce education circles, where a professor may supervise graduate students or advanced undergraduates in research, who in turn, supervise lower division undergraduates (e.g.,Davis, Ginorio, Hollenshead, Lazarus, & Rayman, 1996). Furthermore, mentoring relationships can be informal or formally assigned, long-term or short-term in nature, and convened electronically or face-to- face. 2. Bob Crosby Mentoring is an intervention that has proven highly effective and has become especially popular in recent years. Historically it has its roots in Greek Mythology and it has much in common with the apprenticeship as practiced before the Industrial Revolution. There are many different definitions available all focusing on the importance of "relationship." The most concise came from Jan Cummings, a consultant in Fullerton California that specializes in developing mentor programs for her clients. Her definition is "Mentoring is a relationship. Through this developmental partnership, the Mentee, with assistance from the Mentor set goals for the key purpose of the development of the Mentee. Enhancing skills, gaining new knowledge and implementing new behaviors are the intended targets of a Mentoring Program." Here some examples of others:

Mentoring is "A mutual relationship with an intentional agenda designed to convey specific content along with life wisdom from one individual to another. Mentoring does not happen by accident, nor do its benefits come quickly. It is relationally based,

but it is more than a good friendshipmentoring is not two people who just spend time together sharing". - Thomas Addington and Stephen Graves "Mentoring is an intense work relationship between senior and junior organizational members. The mentor has experience and power in the organization, and personally advises, counsels, coaches and promotes the career development of the protg" Anne Stockdale

3. Zoe Morris-Williams and Andrew Grant Mentoring is very much an education buzz word, but it is not a modern day invention. Greek mythology tells the story of Mentor, an alias of Athena the goddess of wisdom, who was charged by Ulysses to raise his son Telemachus. In doing this Mentor gave his name to the traditional relationship of an older, wiser master taking a younger protg under their wing (Hay, 1999). Since these early days mentoring has evolved to become a more equal and collaborative process that is meant to benefit both parties. What is mentoring? There are many definitions of mentoring. The Collins English Dictionary defines a mentor as someone who guides and supports the training and career of another. This broad definition could encompass many roles within medical education today including educational supervisor, clinical supervisors and GP trainer. Whilst informally this may be true, as all of the above are also assessors this can greatly compromise any formal mentoring role they may have.Julie Hay describes mentoring as a relationship between equals(Hay 1999, pg 40) formed as part of a developmental alliance which allows one or both parties to develop through increased selfawareness. The phrase developmental alliance alludes to a longterm relationship rather than one focused on short-term problem solving (Hay, 1999). What mentors do: The key mentors role is that it is flexible to the needs of the mentee who, unlike many other educational interactions, drives the relationship. The mentors role can be summarised in the following acronym (Clutterbuck 2004 pg 53-54) :- Manage the relationship Encourage recognise the ability of the mentee Nurture create an open, candid environment Teaches creating a stimulating environment that challenges the mentee Offers mutual respect Responds to mentees needs Mentoring may also overlap with other roles such as coaching but differs in that it is a longer-term, less narrowly defined interaction(Clutterbuck, 2004). Unlike coaching or counselling its main focus is not just supporting the development of professional skills but is an active, ongoing relationship that helps a mentee maximise their career potential (Frei et al, 2010).how to:Be a good mentor. 4. BARBARA M. STEWART AND LYNNETTE E. KRUEGE According to him, Despite wide spread evidence of the concept of mentoring in nursing, it has been largely undefined, borrowed from other disciplines, viewed as static, and / o r

confused with related terms. Building on the work of Yoder and using a literature-based method developed by Rodgers , an evolutionary concept analysis is presented to provide an understanding of the meaning of mentoring in nursing, its current status, and the conceptual clarity necessary for additional systematic and rigorous inquiry. A random sample of 82 research abstracts and journal articles, representing 26 per cent of the total population of literature, was used to extract six essential attributes of t h e concept : a teaching - learning process, a reciprocal role, a career development relationship, a knowledge or competence differential between participants, a duration of several years , and a resonating phenomenon .These attributes form the theoretical definition of mentoring in nursing. Antecedents , consequences , related concepts, and empi r ical referents are presented. A model case, encompassing all of the critical attributes, depicts the investigators' mentoring experience. Major changes in mentoring are viewed within the context of nursing as a learned profession, a legitimate academic enterprise, and a clinical science. Implications for further development are posed to further mentoring as a process for the socialization of nurse scholars and scientists and t h e proliferation of a body of professional knowledge .