What's in a name? Mapping the territory of coaches, mentors and others who facilitate learning
What’s in a name? Mapping the territory of coaches, mentors and others who facilitate learning
Napper, R., Keane, D.Organizations & People: Successful Development, (UK), November 2004 Vol. 11 No. 4, Start page: 34, No. of pages: 8
Purpose – To discuss the different roles or functions a learning facilitator may fill during his/her interaction with the learner (the “Eee”)and to identify the appropriate behaviors for each role. Design/methodology/approach – Describes two continuums which capture the main characteristics of learning facilitator roles, one which ranges from a focus on the Eee’s role to a focus on the Eee’s sense of self, the other ranging from a focus on aspects of task to a focus on interpersonal aspects. Uses these two continuums to create a map of the “territory”occupied by each role and suggests that such a map not only clarifies the boundaries of the role but also allows the Eeee to identify what exactly she/he wants, thus offering a practical contracting tool to use at the start of a working relationship. Outlines three dimensions that should be clarified in the“contracting for wearing a particular hat”: practical, professional and psychological. Provides four examples of situations where changes in the function of the learning facilitator can occur during the relationship, one initiated overtly by the practitioner at the beginning of the relationship, one initiated by the mentor within the sessions, one initiated by the Eee, and one imposed by the boundaries of the relationship. Concludes with a few points to enhance the learning relationship.Originality/value – Offers some advice on how to manage relationships with learners, highlighting the need to remain flexible but also aware of territorial boundaries.Style: ViewpointISSN: 1350-6269Reference: 34AW953
Keywords: Coaching, Counselling, Learning, Mentoring,
