Response: Overall, the mentoring and coaching experience with the mentee went well and significant progress was made towards the six objectives in the short time period allowed. The mentoring model

Overall, the mentoring and coaching experience with the mentee went well and significant progress was made towards the six objectives in the short time period allowed. The mentoring model followed an approach of listening, discussing, reflecting back, and at times advising and sharing expertise and experience (Phillips-Jones, 2003). This generally worked well on certain objectives where the mentor was more experienced or had specific insight to share when the mentee was stuck. However, since the mentee was very capable, competent, has a strong work ethic, awareness, clarity, and choice (ACC) coaching model was primarily employed (Coach Masters Academy). A number of the goals needed lots of reflection and increased clarity. For the objectives where clarity, planning, and decision making were key components the ACC model worked well. What the author would do with the ACC is slow it down a bit for more reflection. There was a lot of ‘background noise’ in the mentee’s life during the initial period so seeking to make progress on six objectives was a cognitive juggling act. The mentee made progress, but they expressed that deeper reflection would have occurred with fewer objectives being managed simultaneously. Some objectives were better considered sequentially. This was not discovered in the initial benchmarking session, but rather in the second, two objectives were clarified and set aside for further action in late July. This helped clear the air for more reflection. The impact of juggling too many objectives is that a perception of demotivation could arise. The mentor employed a strategy of ongoing highlighting of incremental progress with the mentee and this worked. Readiness to pivot, reframe, reschedule, and otherwise adjust were important. All the long and short-term goals are possibly achievable if other dependencies outside of the mentee’s control align. The mentee understood this dynamic going in, but part of the process was clarifying what was under the mentee’s control, managing variables, and planning responses to spheres of influence. Overall, great things have happened in big objectives and a few smaller but very personally encouraging areas for the mentee. They want to continue the mentoring relationship after LDR 612 is over and the author will do this.
Coach Masters Academy (Producer), & . (2018). Awareness-Clarity-Choice Conversation. [Video/DVD]
Phillips-Jones, L. (2003). SKILLS FOR SUCCESSFUL MENTORING: Competencies of Outstanding Mentors and Mentees . The New Mentors and Proteges (). CCC/The Mentoring Group.

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