Failure/Negative Outcomes of Coaching/Mentoring - Coursework Example

Negative Outcomes in Coaching and Mentoring Coaching--finding out issues as well as the attempt to solve the problems in an organization is an exciting work but a challenging one. Despite the knowledge and skills to solve these issues, when it comes to coaching executives in particular, the task would definitely be a painstaking task. For the coach, failing to give a plausible solution to issues and failing to meet expectations could cause a bad reputation, end of coaching contracts, as well as physical and emotional dilemma.

Clients, on the other hand, once they fail in the coaching process, could lose their jobs, or worse, experience distress in their interpersonal relations as well as physically and emotionally (Kilburg, 2002). The mentioned predicaments exist because of several major reasons involving both clients and coaches. Most of the time, clients show a reluctant pattern since they possess serious psychological and interpersonal problems, which are difficult to deal with. Next, they lack motivation and they fail to strictly adhere to the coaching procedures.

Third, they impose unrealistic expectations on the coach as well as on the coaching process. Last is their failure to follow actively on homework and intervention suggestions. On the other hand, coaches could fail due to the lack of sympathy and expertise. Sometimes, they also tend to underestimate client’s problems or overestimate their ability to influence the client. They also overreact on the situation and choose to leave unresolved disputes. Poor technique is also a reason why coaches fail (Kilburg, 2002).

Similarly, mentoring--defined by Kram (1985 as cited in Feldman, 1999) as the activity through which older individuals are able to serve as role models and provide guidance, assistance, and support over the younger colleagues, also pose many issues. A highlighted issue is the unexplored difference between conducting formal vis-a-vis informal mentoring. Empirical research has shown that informal mentor-protege relationships give greater career-related and psychosocial mentoring than the formal ones (Chao, Walz, & Gardner, 1992; Ragins & Cotton, 1999; Fagenson-Eland, Marks, & Amendola, 1997 as cited in Eby & Lockwood, 2004).

Formal mentoring was also distinguished with disinterested, self-absorbed, and neglectful mentors. Also, proteges often view their mentors to be lacking of job-related skills and interpersonal competence (Eby &Lockwood, 2004). With these empirical evidences, concerns raised against mentoring and coaching seem highly realistic. As an example, there was an instance wherein Mary, an executive of a company, raged in strong emotions while confronting her coach about her near termination. The coach warned her on that, but she did not listen.

Fortunately, she calmed down when the coach gave her a careful explanation (Kilburg, 2002). Without such, the problem could have ruined their rapport with each other. Both interventions--coaching and mentoring--are purposely placed as an attempt to meet the expectations of the coach and client or the mentor and protege, respectively. However, due to the complexities of human behavior, it is inevitable to see problems occurring in implementing these initiatives. Thus, it is important to improve methods used in coaching and mentoring.

More importantly, both parties should constantly examine themselves whether they are still aligned with the mentoring/coaching objectives so that together, they could create better and harmonious solutions to the issues they are facing. ReferencesKilburg, R. (2002). The taboo topic in executive coaching. In C. Fitzgerald & J. G. Berger (Eds.), 13 failure and negative outcomes from executive coaching. Davies-Black Publishing. Feldman, D. (1999). Toxic mentors or toxic proteges? A critical re-examination ofdysfunctional mentoring.

Human Resource management Review, 9 (3), 247-278. Eby, L.T., & Lockwood, A. (2004). Proteges and mentors’ reactions to participating informal mentoring programs: A qualitative investigation. Journal of VocationalBehavior, 67, 441-458.