Counselling, coaching and mentoring : a missing tool in people development?

Groenewald, Johann P. (2003-03)

Thesis (MBA)--Stellenbosch University, 2003.

Thesis

ENGLISH ABSTRACT: South Africa has a huge challenge to improve its world competitiveness status in order to ensure a better economic life for all. One of the more practical strategic approaches is investment in human capital and more specific people development. A more specific strategy might be to ensure that each and every supervisor is an effective counsellor/coach/mentor. From the research done its seems that this is not the case - probably due to the fact that these tools are not utilised or not well integrated in the larger human resource development strategy. It is quite clear that counsellors, coaches and mentors can and should utilise the different motivational and learning theories coherently in accordance with the applicability of the situation and the specific preferences of the individual protégé. This will ensure maximum efficiency of education, training and development interventions. But human resource systems do not seem to be integrated to the extent that the proverbial golden thread can be followed from work design to the termination of an employee. From the literature it is clear that all the necessary functions in human resources can be included in an integrative system to allow optimum efficient employees. The vagueness however (supported by the absence of work design and management information systems in some models) just aggravates the current researcher's concern about clear, exact guidelines to ensure proper counselling, coaching and mentoring. The human resource system and the function human resource development as well as performance management definitely allow for counselling, coaching and mentoring, but the support and reinforcement is not obvious. From literature surveys it is clear that that counselling, coaching and mentoring can be utilised effectively in human resource development. Insufficient evidence is however available to show appropriate application of these tools. It is thus clear that counsellors/coaches/mentors and protégés in South Africa do not have a complete, practical and integrated human resource system and programme that can facilitate maximum growth of the protégés. This is proven by the quiet period since the middle eighties till the middle nineties; where - after affirmative action and later the skills development act and employment equity act forced employers to relook their development programmes as well as our poor performance in supplying the number of managers needed for global competitiveness. Due to the lack of empirical research, but from published material one can derive that: Counsellors/coaches/mentors and or protégés in South Africa are not aware what competencies each should possess; culturally diverse groups hamper growing relationships in particular with coaches and protégés and that principles and guidelines governing the coach/mentor/protégé relationship seems not to be researched and shared in South Africa. More - over, inadequate processes exist to link and integrate counselling/coaching/mentoring closely with competencies, people development and human resource processes. However there are sufficient guidelines in overseas publications to ensure that one can compile well integrated coaching/mentoring programmes that will ensure that counselling, coaching and mentoring gain its legitimate place in people development.

AFRIKAANSE OPSOMMING: Suid-Afrika staan voor 'n geweldige uitdaging om sy mededingendheidsmag te versterk ten einde beter ekonomiese vooruitsigte aan sy burgers te skep. Een van die mees praktiese strategieë is belegging in menslike kapitaal, meer spesifiek deur die ontwikkeling van sy menslike hulpbronne. 'n Meer spesifieke strategie mag wees om sorg te dra dat elke toesighouer 'n effektiewe voorligter/afrigter/mentor is. Vanuit die skrywer se navorsing blyk dit nie die geval te wees nie, moontlik as gevolg van die feit dat hierdie toerusting nie deel is van die omvattende menslike hulpbron ontwikkelings strategieë nie. Dit is duidelik dat voorligters/afrigters/mentors die beskikbare motiverings- en leer teorieë geintegreerd, in samehang met die geskiktheid van die situasie en die spesifieke vooroordele van die individuele leerder moet aanwend ten einde maksimum effektiwiteit vanuit opvoedings-, opleidings- en ontwikkelings intervensies te verkry. Maar menslike hulpbron sisteme blyk minder geïntegreerd te wees. Die navorser kon nie die spreekwoordelike goue draad opspoor en volg vanaf werksontwerp tot en met diensverlating nie. Vanuit die literatuur is dit duidelik dat al die noodsaaklike funksies in menslike hulpbronbestuur in geïntegreerde sisteme ingesluit kan word ten einde meer effektiewe werknemers te hê. Die vaagheid van hierdie integrasie (soos gesien in die afwesigheid van byvoorbeeld werksontwerp en bestuurs-informasie in sommige modelle) vererger die huidige navorser se bekommernis rakende duidelike, definitiewe riglyne om kwaliteit voorligting, afrigting en mentorskap te voorsien. Voorligting, afrigting en mentorskap het definitief 'n plek in die menslike hulpbronsisteme en menslike hulpbronontwikkeling en veral prestasiebestuur, maar die ondersteuning en versterking is nie ooglopend nie. Dit is ook duidelik uit die literatuur dat voorligting, afrigting en mentorskap effektief aangewend kan word in menslike hulpbronontwikkeling, maar nie genoegsame bewyse is beskikbaar om die toepaslike gebruik van die hulpmiddele aan te dui nie. Dit is dus duidelik dat voorligters, afrigters, mentors en leerders in Suid Afrika nie volledige, praktiese geïntegreerde menslike hulpbronsisteme en programme het om maksimale ontwikkeling van die leerder te bewerkstellig nie. Dit word bewys deur die min gepubliseerde materiaal - vanaf die middel tagtigs tot die middel negentigs, waarna regstellende aksie, die vaardigheidsontwikkelings- en werknemergelykheids - wetgewing, werkgewers geforseer het om hernude ywer ten opsigte van ontwikkelingsprogramme te toon. Verder ook deur die land se swak vertonings ten opsigte van die voorsiening van genoegsame kwaliteit bestuurders nodig vir globale mededinging. Weens die gebrek van empiriese navorsing, maar uit gepubliseerde material, kan die navorser aflei dat: Voorligters, afrigters, mentors en leerders in Suid-Afrika nie besef oor watter vaardighede hul behoort te beskik nie; verskille in kulturele groepe die ontwikkeling belemmer van goeie verhoudinge spesifiek tussen afrigters en leerders en dat beginsels en riglyne wat die verhoudinge tussen voorligters, afrigters, mentors en leerders rig nie nagevors en versprei word in Suid-Afrika nie. Verder is daar onvoldoende prosesse om voorligting, afrigting en mentorskap duidelik met vaardighede, menslike hulpbronontwikkeling en menslikehulpbron prosesse te verbind en te integreer. Daar is egter genoegsame riglyne in oorsese publikasies om te verseker dat goed geïntegreerde voorligting-, afrigting- en mentorskapsprogramme opgestel kan word wat sal verseker dat voorligting, afrigting en mentorskap hul regmatige plek inneem in menslike hulpbronontwikkeling.

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