Is mentoring the same as training and coaching? In this guideline these terms are considered in a differentiated way so that prospective mentors can clearly recognise the difference between the individual methods and are aware of their area of responsibility – mentoring.
Mentoring describes the relationship between two people, the mentee who wants to achieve goals and the mentor who accompanies and supports the mentee for an agreed timespan. Mentors take on the role of advisors and experienced counsellors, while at the same time acting as professional and personal role models. Mentoring usually leads to a longer-term, familiar and personal relationship. Mentoring is particularly effective when both sides benefit from each other. With regard to ‘Farms’ Charm’, mentoring can be defined as follows:
‘Mentoring is a practical approach implemented by a mentor as person with experience and/or knowledge in a certain topic to help agritourism providers develop their own abilities and insights as they start an agritourism and/or transform into an agritourism business’.
Mentoring can happen face to face – it is usually the best way to get started in a relationship and should be used as much as possible – or remote if you aren’t able to meet face to face (by online conference solutions, phone and in some instances emails). Mentoring can take different forms:
| Mentoring forms | |
|---|---|
| Formal sessions | … are structured for a fixed time period and usually planned in advance |
| Informal sessions | … are more spontaneous and varied in length. They work best when they are mixed with formal sessions. They can include: contact face-to-face, remote, by email/ messaging |
| Group mentoring | … with a mentor working in a group with two/ more mentees representing two / more businesses. These sessions are very collaborative as mentees learn from their fellow entrepreneurs as well. |
| Mentors shall |
|---|
|
|
|
|
|
|
|
|
Coaching subsumes different counselling methods with a professional context. During coaching, structured discussions take place between coach and coachee, which serve to develop individual approaches to solutions, depending on the goal. The coach acts as a neutral, critical discussion partner. S/he does not take over any of the coachee’s tasks. The coach does not have to know or convey a direct solution, but the coach accompanies the process of ‘helping people to help themselves’. Coaching is limited in time, thematically defined and oriented towards a goal.
Training serves a targeted development/ expansion of certain behaviours. It is about learning an ideal process pattern for a certain situation, certain skills and competences. The trainer is the expert who imparts specialised knowledge. Good training considers (repeated) practicing. The trainer gives feedback and corrects. The individual needs of the trainee/learner are important, but the focus is on the training content or the individual behaviour in the training.
| Mentoring | Coaching | Training |
|---|---|---|
| Is based on a relationship | Is task-oriented | Is factual |
| Accompanying, supportive and advisory procedure | Reflective process | Technical instruction/instruction |
| Mentor determines content and process together with mentee | Coach and coachee jointly determine content and process | Trainer determines content and procedure |
| Mentor is advisor and experienced consultant, the personal opinion of the mentor flows into the process | Coach is a neutral, critical listener and interlocutor who supports the finding of a solution. | Trainer is guiding, correcting and giving feedback |
| Mentor has know-how and experience in his or her field | Coach has adequate methods, offers ‘help for self-help’. | Trainer passes on know-how and possibilities for improving skills |
| Mentor shares knowledge, skills and experience with mentee | Coaching takes place at eye level, the coach supports self-reflection. | Trainer is subject matter expert, there is a hierarchical gradient |
| Mentor shows a possible path | Coach does not give direction | Trainer determines the training |
| Mentor advises/supports with his / her expertise and initiates developments | Coach asks questions and provides assistance in finding solutions | Trainer imparts content/skills and encourages behavioural change |
| Longer-term relation-/partnership | Temporary relationship | Time-limited training |
Mrs. Diana and her husband have renovated a farm they took over and would like to offer ‘organic farm holidays’ in the future. In order to develop an efficient and sustainable business concept, she turns to Mrs. Sophie, the manager of a large, well-visited equestrian farm in the region. Mrs. Sophie is considered a respected mentor and Mrs. Diana hopes that she can win her over for her project. Mrs Sophie agrees and takes on the role of a mentor. Together, they will now engage in various considerations in mentoring and develop a feasible concept that combines Mrs. Diana’s ideas as well as the valuable years of experience, concrete implementation possibilities and tips as well as critical criteria to be considered that Mrs. Sophie brings into the process.
The benefits and impact you might have from the guideline implementation are:
| For the mentor | For the mentee |
|---|---|
|
|
|
|
|
|
The Farms’ Charm project aims to develop learning materials to educate small and medium-sized farmers in possible ways of starting their agritourism activities which will help them not only diversify their incomes but also promote their farm products directly to consumers. All that while reviving the rural areas and local communities and promoting a sustainable way of tourism which is in line with the tendencies of slowing down and staying longer at one area.
This project has been funded with support from the European Commission. The content of this website reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.