Differences between coaching and facilitating, trainer, mentoring

Overview:
Many novice and experienced HR professionals struggle with differentiating the methods of training, facilitating, coaching, and mentoring. These concepts can be confusing because, during any given session, a seasoned professional can move effortlessly from one method to another in what appears to be a seamless interaction. This series of articles arranges the topics from most structured to least structured, beginning with training and
ending with mentoring. We define each method, explain how it works, provide examples of when to use the method, and highlight its distinguishing factors. This first article in the series addresses training.

Training

1. Training Defined:
Training as a method of instruction, can be defined as to make or become accomplished by specialized instruction or practice. Training involves the transfer of learning from one individual, usually an expert, to other individuals or a group. When training is achieved, an individual has all the skills and knowledge needed to perform. Performance may include task-related activities (such as learning how to balance a budget), or process related activities (such as learning how to effectively operate as a team). Training, as a method of instruction, helps learners to:

• acquire new information, techniques, and skills 
• increase knowledge 
• clarify attitudes, beliefs, and/or behaviors 
• practice skills 
• improve existing skills and 
• implement any learning achieved.

How Does Training Work?

Training is a particular form of education or teaching that encompasses the transfer of knowledge and the performance of skill at a later date. In the process of training the trainer has a variety of responsibilities. In addition to being skillful in communicating so that learners understand the meaning and intent of the experience, the trainer must be aware of the learners needs and sensitive to their issues. The trainer's roles may include presenter, demonstrator, guide, and administrator. Typically the trainer creates specific
objectives to be accomplished within a given time period. The trainer manages the time given to ensure that by the end of the session (whether it be 15 minutes or 2 weeks) all objectives are met. The trainer manages the tasks and the processes. The trainer designs the session ahead of time to ensure that the outcome of the training is achieved. These components of the training design include:

• time 
• activity being taught 
• activity link to specific objectives 
• resources and materials needed for activity 
• how learning and skill will be assessed 

There are many different styles of training delivery - from the professor/lecturer style on one end of the spectrum--to the actor/clown style on the other. Trainers need to know:

• how adults learn 
• how to develop measurable obtainable objectives for the session 
• how to communicate to a group who may have varying receptive styles 
• how to listen 
• how to give feedback 
• how to handle difficult participants 
• how to develop a training script and use training aids 
• how to prepare the training environment 
• how to present. 

When To Use Training:
Training can be used whenever knowledge about content or process needs to transfer from the expert trainer to the learning trainee. Training is usually best accomplished in a 25 to1 or less participant to trainer ratio to ensure the trainer has optimum interaction with participants and can assess the success of the knowledge transfer. 

Distinguishing Factors:
The distinguishing factors for training are:

• transfers knowledge and skill from expert to novice 
• results in skill attainment that build on each other and result in a performance 
• allows for measurable objectives

Facilitation
Overview:
Many novice and experienced HR professionals struggle with differentiating the methods of training, facilitating, coaching, and mentoring. These concepts can be confusing because, during any given session, a seasoned professional can move effortlessly from one method to another in what appears to be a seamless interaction. This series of articles arranges the topics from most structured to least structured, beginning with training and ending with mentoring. We define each method, explain how it works, provide examples
of when to use the method, and highlight its distinguishing factors. Last month, we talked about training. In this second of four articles, we address the methods of facilitation. 

Facilitation Defined:People depend on groups to accomplish what individuals alone cannot; yet, groups do not always function in ways that lead to increased effectiveness and desirable outcomes. Facilitation is a method used to help groups develop processes that are effective in order to accomplish desired outcomes. Since facilitation is so broad based and varied according to "context" the authors will focus on one method of facilitation and compare and contrast it to the methods of training, coaching, and mentoring. The Institute for Cultural
Affairs developed the facilitation method highlighted. The Institute developed a basic facilitation process that results in more effective communications. It is a process that can be used with individuals or groups. It is also a tool that enables people to initiate and take part in a productive dialogue while helping groups improve the way they identify and solves problems, make decisions, and deal with conflict. This process is referred to as the ORID (Objective, Reflective, Interpretive, and Decisional) method. 

 
How Does Facilitation Work:
This method works by asking a series of questions that takes a group on a journey of consciousness. This method is useful for reflecting on experiences and trying to come to consensus on key decisions. Each discussion is tailor-made for best results and questions have to be relevant to the subject and the group. It is important to prepare questions in advance. Recommendations for the best kind of questions to use in a group discussion include the following guidelines:

• specific questions get better results 
• specific examples and illustrations in answers should be asked 
• open-ended questions that cannot be answered with "yes" or "no" should be
• employed. 

The primary objective of this method is to direct the thinking of the group involved
toward making a decision. The model is built upon by asking a specific sequence of
questions that are relevant to the subject and the group. For example, the context of a
process may be to "define the role of a facilitator." The following questions take
participants on a four level journey of awareness: 

 
Define the Role of Facilitator
Step I - Objective: To get the facts and focus attention.

• Question: What do you see on this list of criteria as the most important attributes of an 

effective facilitator?
Step II - Reflective: To uncover someone's emotions, feelings and gut level reaction to an
issue.

• Question: What excites you about being a facilitator and what concerns you about being

a facilitator?
Step III - Interpretive: To determine layers of values, meaning, and purpose regarding an
issue.

• Question: After reviewing all of these different ways to facilitate, which ones do you think

are important to being an effective facilitator?
Step IV - Decisional: To decide on the relationship and response to a topic and the
discussion they have had together. To take some kind of action on a definitive short-term
outcome.

• Question: Now that we have reviewed these issues, which ones are you going to work on? 

When To Use Facilitation:
This method can be used to lead group discussions that result in clearly stated ideas and well thought out conclusions. The ORID Method of facilitation can become the basis for:

• collecting data and ideas 
• giving out information 
• discussing tough issues 
• reflecting on important issues and events 
• getting ready to do a problem-solving workshop 
• group preparation of reports or presentations 

It takes some study and practice to become skilled at using this or any facilitation method. The success of this and any facilitation process is determined by the facilitator's ability to demonstrate the following critical skills and behaviors:

• The ability to facilitate the "journey" of the group: decisions, process, problem
• solving, team development, strategic planning 
• Style: demonstration of effective listening skills, keeping people on track, asking
• the right questions that probe creativity and insight, analyzing and synthesizing
• issues, being comfortable with silence, being substantively neutral during group 
• discussions 
• Physical Involvement: good eye contact, energy level, positive body language 
• Personal Readiness: leaving personal problems outside the door, appropriate dress 

Distinguishing Factors:
The distinguishing factors for facilitation are:

• provides for meaningful dialogue 
• broadens perspectives 
• results in clear ideas and conclusions 
• allows the entire group to participate 
• gradually increases a groups' ability to operate effectively on their own 

Mentoring

Overview:
Many novice and experienced HR professionals struggle with differentiating the methods of training, facilitating, coaching, and mentoring. These concepts can be confusing because, during any given session, a seasoned professional can move effortlessly from one method to another in what appears to be a seamless interaction. This series of articles arranges the topics from most structured to least structured, beginning with training and ending with mentoring. We define each method, explain how it works, provide examples
of when to use the method, and highlight its distinguishing factors. In previous articles, we discussed training, facilitation and coaching. In this last article of the series, we address the methods of mentoring. Mentoring

Mentoring Defined:
A mentor is a trusted counselor or teacher. Mentoring is the process of walking along side someone to learn from them. The term mentor describes a wide variety of relationship and behaviors. The mentor helps with technical skill, career development, and psychosocial functions. The mentor is usually senior to the mentee with respect to experience, rank, or influence within the organization. Mentoring as a term and practice
is hardly new. Students of the classics may remember Telemachus, Odysseus' son in Homer's Odyssey, who had a guardian and adviser named "mentor." Mentoring in organizations often takes place on an informal basis. More recently organizations have developed more formal mentoring relationships. While a number of organizations experimented with mentoring programs over the years, most notably in the 70's and 80's,
they were primarily reserved for marginal and average performers as a tool for performance improvement. Due to the tumultuous events of the past decade, there has been an explosion of mentoring efforts in organizations of all sizes and industries. A survey conducted by Human Resource Executive last year found that the number of companies developing mentoring programs doubled between 1995 and 1996, a

• percentage growth of 17% to 36%. This renewed interest can be attributed to many factors, such as: 
• concern about employee morale and loyalty resulting from major restructuring
• and downsizing activities 
• increased sensitivity to the issues of women and minorities 
• the need for succession planning 
• major change efforts which propel many organizations today and create the need for more and more skilled leaders 

All of these, of course, are fueled by a highly competitive labor market, a major factor contributing to the growth of mentoring programs. Regardless of the motivation, a growing number of organizations are finding mentoring and the sharing of intellectual capital to be making a profound impact on the individual and the organization. 

How Does Mentoring Work:
The mentoring relationship has many definitions and roles. A mentor can be described as a trusted counselor or guide, a teacher, coach or tutor, or simply as someone who takes a personal interest in your career and offers advice and guidance. Mentoring is predominately a one to one activity which begins with rapport, the French word meaning kinship. It requires active listening skills, openness, trust, commitment and emotional
maturity. Once the foundation is in place, the relationship is nurtured by a mutual understanding of the goals and desired outcomes of the relationship. It is further guided by measurements, accountability, and results in learning and growth. In effective mentoring relationships both the mentor and protégé avoid dependency and learn to recognize when it is time to let go. 

When To Use Mentoring:
While mentoring programs were first created to manage a number of performance related problems, that is not a role for mentoring today. Performance issues are better managed through coaching. True mentor programs develop people by sharing knowledge that provides opportunities for networking, teambuilding, leadership development, and career mobility. Mentoring enhances communications skills, develops interpersonal skills and builds self-confidence. 

 
Distinguishing Factors:
The distinguishing factors for mentoring are:

• fondness at a personal level 
• benefits to both mentor and mentee 
• relationships and friendships that bridge many years 

As organizational life becomes more and more complex, it is important for HR professionals to develop a menu of breakthrough strategies that can help build skill, solve problems, increase effective performance, and build winning teams. The areas of training, facilitation, coaching, and mentoring share uniquely qualities and yet are very different.As professionals learn to move effortlessly between each method, knowing the
differences between the four is crucial.

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