Creating Postgraduate Collaborations › Forums › CPC Supervision Development Course 2 › Module 4 › Module 4, Session 3: Coaching and Mentoring
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This forum is to share your views on coaching and mentoring.
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I think that coaching and mentoring can be used interchangeably in the supervision space. When a coach, is aware of the expectations or should be, that they are working towards a certain goal as narrated in the PPP. But I also believe that when one takes on the coaching role, they must also consider the type of coach they want to be. As we know some coaches can be too hard, which tends to push students away, while others can be too lenient, which in turn leaves the student with no direction. I draw once again on my experience of being supervised, which upon reflection brought some revelations about what my supervisor was doing at the time. I believe that she played the role of coach so well, even though I did not realise that was what she was doing at the time. She knew when to push to ask for more questions and clarity, and even when to make recommendations on the way forward. This was especially true when I felt like I was stuck in my thinking or that I was losing motivation. She pushed me in a kind and firm manner that gave me the motivation to carry on and dig a little bit deeper to make better sense of my data and theory especially. When we were in the methodology phase, she played more of a mentor role where she would have informal discussions with me about how the process was going and in fact, even attended some of the sessions to see how things were going. But her involvement was not aimed at giving me feedback but rather providing the space to ask questions if I needed clarity or wanted to draw on her experience. Based on our interactions, I believe that she modelled this role so well and I hope to implement her approach in my supervision as well.
Much like one chooses a persona for coaching, I believe one also needs to pay attention to the kind of mentor one wants to be. We have to be intentional about these choices and also be open-minded based on the type of students we have.
Coaching and mentoring are different, however, they can be used simultaneously if mentoring is leading by example and coaching is shaking your brain to unleash the potential in a person, the mixing of the two can yield the best results. The good supervisor is the one who can apply both strategies relevantly or at a balanced pace.
Coaching and mentoring are different given the different roles each play. When utilized strategically by the supervisor the students gains a lot. When I was doing my post graduate masters degree, the supervisor provided all the information I needed for me to complete my course within the required time. I was encouraged by my supervisor to frequent the school of post graduate and get the dates the students from my school were to do the defenses and ensure that I attend them. He encouraged me to make use of their library so that I could come up with good writeup of both the thesis and proposal. He was a friend kind of because I could reach him with ease and was always available to attend to issues pertaining to my studies. He prompted questions that could make me improve on my write up and gave me feedback on time. The supervisor played the two roles in my life that made me proceed with my PhD studies on completion of my masters degree.
Coaching and mentoring can be used interchangeabley during student supervision because they can help to achieve different results. I believe mentoring can help with personal growth as the student is able to gain confidence through the encouragement and guidance of the supervisor. On the other hand Coaching the student will help bring out the best in them in terms of achieving certain goals and methods especially in postgraduate studies. Students mayb be pointed to the right literature personalities in their field including relevant methodologies and prodedures for completing their post graduate studies. In this case the mentoring and coaching will be relevant form the beginning till the end of the process.
I am of a very strong opinion that these roles should be fluid as the supervisor picks them where necessary, from his/her supervisory toolkit. When one deals with people, it is imperative to acknowledge that any approach that is cast in stone is bound to create problems or exacerbate existing challenges. A student ight need to be mentored and coached, all at the same time, depending on prevailing academic-cum-social circumstances. It is of critical importance to first admit that as Supervisors, we are not dealing with “lines of thought inscribed on scripts that we review and assess” but that we are dealing with social beings – with emotions too. A more human approach to the supervision process always yields the best intended results. At times a student might not even know whether they are being “mentored” or “coached” when the relationship flows and the yields are nothing but a bumper harvest of academic progress.
A supervisor in the long run becomes both a mentor and a coach. Being that students and supervisors are faced with different challenges ( related and not related top the research project) from time to time, the supervisor switches their role from mentor to coach accordingly. Even though supervision in a research project is required to be confined within the boundaries of the research expertise of the supervisor, there will be instances where the student will be faced with other life challenges that may somehow derail the process of completing the research project. An example is where the student might be faced with family, relationship, financial, health, bereavement, and other life related challenges. During such moments, the supervisor becomes a mentor who helps the candidate navigate the times besides being the coach that takes the student through the step-by-step process of research. At such an instance, the supervisor develops a personal relationship with the candidate and helps them navigate the challenge as a way of finding their way back to the research project.
Ideally, a supervisor has some set expectations regarding the student research work, normally time bound. This is usually projected towards completions, defense and student graduation. Its is important for both for both parties to have these parameters well agreed and formulated. Mentor-ship is at the highest relationship. There usually no written expectations, though the mentee is expected to be continuously learning and picking growth lessons. So the student has to be really focused and self driven. Coaching could be more structured with expected levels of improvement. So, it is critical for the supervisor to handle each student depending with unique situations they are in. Supervision will always be the initial approach. Till the point where some good working relationship has been established. Certainly, blending of the three approaches could prove to be more ideal.
I think both coaching and mentoring are important in the supervision process. The two elements will support the PhD student in their process of having enough support, guidance but also in their process of achieving the milestones of the PhD. As a PhD student right now I see how I do not only need emotional and academic support, but also encouragement in achieving my goals and feeling ok with my performance.
I think a supervisor can take the roles of a coach and mentor interchangeably depending on the circumstances. Both these roles are important in supervision. Furthermore, I think the relationship between the supervisor and the student should enable both to talk about any form of challenge that the student may encounter, and the supervisor must be able to provide professional, psychological, and moral support when necessary. It is important for the two to create a space where they can discuss issues that may frustrate progress and map the way forward. The supervisor should be able to wear the mentorship hat as well as the coaching hat when need arises.
Mentoring and coaching may be distinct, but they overlap. Thus in supervision, both can be used in unison and in an integrated fashion. The extent of which style will be determined by the type of student, stage in their research, cultural imprints of the supervisor and student, as well as other factors.
How a supervisor acts and behaves towards a student is critical. And it can either fall on coaching and/or mentorship. Students observe their supervisors; how they question, guide, respond and so on. It will determine how they are going to do and also shape them. Especially when they themselves become supervisors.
A good supervisor should be both a coach and a mentor. Students need professional guidance as they do their research work. They also need moral support. As a mentor, the supervisor should be a support system to the students as they navigate life challenges especially during their research work.
As a supervisor I have the role of a mentor as well as a coach, though they are different they have a similar goal which is future focused. There is a time a supervisor needs to just listen and ask questions and based on the answers guide the student thus a coach other times you the supervisor will be showing the way to the student while making sure the student doesn’t become dependent, thus a mentor.
This was insightful and been reminded of the does and don’ts as a supervisor, coach and mentor.I’m my experience coaching and mentoring are the weakest link in postgraduate studies the senior supervisors have been reluctant in mentoring the junior supervisors interms of supervision and so has been greatly ignored despite the it’s significance place in postgraduate studies. This unfortunately has also been ignored in engaging with the the students.
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