Even very experienced coaches and mentors admit to worrying that sometimes they are not taking the conversation deep enough, or giving enough challenge to the coachee or mentee.
It is generally true that ‘what gets measured, gets done’, more importantly, measurement helps participants and programme coordinators identify areas for improvement in both process and performance of developmental practice; and acts as a spur to participants to review the learning relationship, with the frequent result that they are re-energised.
In all the major models of human maturity, two qualities recur constantly: wisdom and connectedness. Wisdom, as exemplified by the original mentor, Athene, relates to the process of reflection upon and learning from experience.
In challenging working environments, resilience is increasingly an essential competence. People, who are resilient, are better able to cope with unexpected change, with setbacks and disappointments, with high stress environments and with periods of excessive workload.
A vast amount has been written about the competencies of coaches and mentors, and even more about the qualities of great leaders. Much of this is contradictory and dependent on circumstance or context.
Although overall spend on training and development has in many organisations been capped or declined during the recession, coaching and mentoring appear to have at least held their own and actually become a more critical part of the L&D offering.
The impact of power differentials on how teams and groups work is not as straightforward as it might seem. Having a mix of powerful and less powerful people in a team, or having a team composed entirely of powerful people can both have a negative impact on performance.