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BOOK REVIEW

Meyer, M., & Fourie, L. (2004). Mentoring and coaching: Tools and

techniques for implementation. Randburg: Knowres Publishing.

Reviewer: Fiona Donald

School of Human and Community Development

University of the Witwatersrand

This book is aimed at providing practical guidelines for people

involved in mentoring and coaching. Given the need for skills

development, employee involvement and change management

in South Africa, mentoring and coaching offer a method of

transforming the way in which organisations train their

employees, manage performance and accelerate employee

career development. Further, it can be used to transfer

knowledge from people with the most experience to those with

less knowledge. As a result it can be a useful tool in achieving

employment equity. Written by South African authors, the

book is tailored to organisations in this environment where

issues such as diversit y place additional challenges for

mentoring and coaching processes. The book is easy to read

and includes a number of issues to consider as well as check

lists in each of its ten chapters.

During the first chapter, the concepts of mentoring and coaching

are introduced. These processes are defined, the relationship

between them explored, myths regarding them debunked, and

their purpose and benefits covered. A balanced view is promoted

whereby mentoring and coaching are not seen as quick fixes or

as panaceas, but as processes that need to be introduced with

due consideration to the readiness of organisations for them.

Further, the positioning of these processes within organisations

is discussed and it is noted that they should not be owned by

human resources departments. Thus the need for a systemic

approach is indicated in the first chapter. This is an aspect that

is also touched upon in later chapters, without losing the focus

on mentoring and coaching.

The role of managers as coaches forms the theme of the second

chapter. The management and coaching processes are

compared, with the crux of the difference being the emphasis

of development in order to achieve goals. The discussion of

management styles in relation to control versus coaching is

very useful and likely to provoke much thought for managers

considering taking on the role of coach. The coaching process

is divided into stages and the various roles that coaches play

are discussed. It is stressed that coaches require dynamism,

energy and enthusiasm. While this is not disputed, the

organisational constraints that coaches themselves face and

that may diminish these qualities need to be given more

attention. The self-assessment checklist for evaluating

coaching skills could be useful in providing coaches with an

indication of their level of skills and areas where they could

improve their coaching. 

Relationships, which form the essence of mentoring, are the

theme of chapter three. The relationship usually begins with

matching, in the case of mentoring, or through appointment,

in the case of coaching. The process of matching mentors and

mentees could have been explored in more depth. Once the

relationship is established, goals are formulated and an action

plan developed. The various roles of mentors and mentees are

discussed, with a useful classification of mentees according to

their level of dependence on the mentor and their focus on

goal achievement, dividing them into passengers, pedestrians,

patients and pilots. While this has the danger of labeling

mentees, it could be useful as a discussion point between

mentors and mentees and for mentors in deciding on an

appropriate style and role. Mentor and mentee self-assessment

checklists are provided and could be useful in discussions

bet ween the t wo. The section on phases of mentoring

relationships is important in that it allows for growth and

change in the relationship. The impact of organisational

culture is discussed and an organisational readiness for

mentoring inventory included.

Chapter four focuses on mentoring and coaching skills. It

begins with the characteristics of coaches based on the

International Coach Federation’s competency list, thus

providing a useful international context. Thereafter the

knowledge, skills and values required of mentors and coaches

are discussed in detail. The section on confrontation skills is

particularly useful and gives sound advice for dealing with

potentially sensitive issues. The competencies covered could

form the basis for the selection, training and evaluation of

mentors and coaches.

Mentoring and coaching can take on various forms, varying 

in aspects such as the degree of formality, types of goals 

and the number of parties involved. The options available 

are covered in chapter five and include informal mentoring,

formal mentoring, coaching, executive coaching, co-active

coaching, team coaching, professional coaching, reverse

mentoring, multiple mentoring and electronic-supported

mentoring. Techniques used in these and the benefits are

covered. Case st udies, based on South African and

international organizations, illustrate the various forms of

coaching and mentoring.

The chapter on troubleshooting covers the potential pitfalls

that both mentors and mentees typically make, as well as

broader issues related to the relationship between the mentor

and mentee. Some of the most common mistakes made by

mentors are over-protecting the mentee, placing more

importance on their own needs than the relationship, the

expectation that the mentee become very similar to the

mentor, allowing the mentor’s culture to dominate, having

insufficient time to devote to the mentee or overloading the

mentee with work, insufficient flexibility, being reluctant to

confront issues, and focusing too much on mistakes rather

than obtaining an overview of the mentee. Pitfalls common to

mentees include being manipulative, expecting hand-outs,

being the targets of jealousy from other employees, being

dependent on the mentor and under-performing. In order to

preserve a healthy and productive relationship, the mentor

and mentee need to guard against becoming intimate friends,

try to develop an equal relationship, and ensure that they do

not undermine the mentee’s line manager. Some relationships

run the risk of being either too formal or too informal.

Conflict between the mentor and mentee is fairly common as

are issues regarding diversity and confidentiality. Although

the book states that mentors and mentees need to be

appropriately matched, this process is not explored in depth.

The importance of training of both parties is stressed.

Suggestions are made regarding possible solutions to the

problems.  This is a useful chapter that serves to alert all

parties involved of the potential pitfalls that can generally be

avoided given appropriate selection of mentors and 

mentees and training.

Chapter seven explains the process of managing the overall

mentoring process. It sets the scene with a discussion of typical

obstacles encountered and then contrasts these with the

characteristics of successful mentoring programmes. The

implementation process is then described and illustrated with a

case study. Aspects that organizations may not initially consider

are included, such as the creation of mentoring support

structures. Certain aspects could have been explored in more

depth, such as the selection of mentors and the matching of

mentors and mentees. However, this is a useful chapter that

culminates in an example of a mentoring agreement and various

self-assessment forms.

Facilitation is a core competency for mentors and a chapter is

devoted to it. Useful guidelines are provided regarding the

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SA Tydskrif vir Bedryfsielkunde, 2007, 33 (1), 118-119



decision regarding outsourcing facilitation or keeping it

within the organisation, training facilitation skills, adult

learning, facilitation characteristics and skills, phases in

facilitation and the different forms that facilitation can 

take. As with the other chapters, useful self-assessment 

forms are included.

Chapter nine examines mentoring and coaching as training

tools and relates these roles to the South African National

Qualifications Framework’s (NQF) unit standards for coaching

in education, training and development. Four t y pes of

qualifications are described: coach learners (NQF3); guide and

support learners (NQF5); guide and counsel learners (NQF6);

and on-the-job coaches (NQF5). The process of using

mentoring or coaching as training tools is briefly set out,

starting with an analysis of the skills gap and ending with

evaluation. 

The concluding chapter examines the future of mentoring and

coaching. It covers the impact of globalization, the need to

develop the mentors and coaches themselves, cross-functional

mentoring, life coaching, the role of electronic communication,

the professionalisation of mentoring and coaching, multiple

mentoring, measurement issues, and the integration of

mentoring and coaching.

This easy to read book provides practical guidelines for

managers, which, if followed, are likely to contribute to the

success of mentoring and coaching in organisations. It is based

in sound theory and covers wide range of issues. Although the

scope of the book does not allow all issues to be explored in

depth, it can be used to check that key aspects have been

considered and are implemented. Most chapters contain case

studies and self-assessment check lists that can be used to

encourage reflection on mentoring and coaching processes.

BOOK REVIEW 119