TASK NO 2 Essay Example

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Task number two

University Affiliation

Question 1

There are numerous differences between a mentor and a coach. To begin with, coaching is chore oriented while mentoring is rapport oriented. Coaching often concentrate on concrete work issues while mentoring is associated with provision of a safe working environment. Second, coaching takes a short span while mentoring is a long-term undertaking. For coaching, a few sessions can suffice, but mentoring will take a long time because its aim is to assist in career or professional development. Third, mentoring needs a design phase while coaching do not require a design phase (Marquardt, 2011). For mentoring, strategic purpose can be derived by concentrating on specific areas of relationship. It may take various models and focus on certain components. Conversely, coaching may be undertaken almost instantaneously on any topic. Lastly, in coaching immediate manager of the coachee performs a critical role, while in mentoring, the coachee’s manager is not directly involved.

Question 2

Coaching and mentoring are strong tools used by post-modern organizations to develop their staff. Providing development opportunities for personnel requires formulation and implementation of various mentoring and coaching programs. Such programs depend on nature of organization, desires of staff and underlying goals to be achieved. Because of that, some organizations prefer using stand-alone coaching and mentoring programs. On the other hand, other organizations prefer using formal training. Effective coaching and mentoring programs are often formulated after consultation with all stakeholders, that is, employees, management and trainers. Consultation will assist in formulating mentoring and coaching plans that will capture organizational and personal needs. In addition, consultation will ensure that time will be allocated for training to avoid clash of interest. Consultation will play a key role in encouraging interest and participation of all stakeholders, leading to ease in achieving desired outcomes.

Question 3

Learning within an organization enjoys emotional, social and physical support leading to achievement of more benefits. The first form of support emanates from the fact that learning is informal in nature. In other words, it would assist in establishing workable relationships between subordinate staff and supervisors. Engaging with experts under an informal setting can create more benefits because trainees will be able to ask questions and receive demonstrations under real work environments (Heizer, 2001). Being informal helps greatly in boosting achievement of learning outcomes because fear, stress, pressure and other emotional and social issues will be annihilated. Second, learning within an organization is supported because in most cases, learning programs are associated with promotions and rewards. Learning within an organization gives employees a chance to enjoy extra motivation and encouragement from peers. Many organizations that provide learning programs within the organization have motivational packages to encourage their staff to participate. For instance, staff can be promised a salary increment after completion of a certain learning package. In that respect, an employee will enjoy acquisition of knowledge and achievement of financial, social and emotional goals at the same time. Effective ways of motivation is deemed as one of the key driving force towards success of learning programs within an organization.

Third, learning within an organization is supported by power of experts. Managers and subordinates have a chance to share personal experiences and apply whatever they learn in their daily routine. Lastly, the most vital support is a chance to make a correct mistakes in real setting. Unlike in schools and training centers, in-the-job learning provides a real setting where learners are encouraged to apply whatever they learn. Making and correcting errors greatly boost understanding of various concepts leading to development of experts. The value of formal training is clearly demonstrated when employees are freely allowed to put in practice what they learn (McGill, 2006).

Question 4

  1. Misplaced priorities

When developing operation plans, all activities are considered and ranked according to perceived importance of every activity. Under certain circumstances, some activities may be awarded undue importance, leading to waste of organizational resources (Greasley, 2008). Realization of goals of an operation plan requires channeling resources towards the right kind of activity.

  1. Company resources

Company resources may pose a threat to achieving operational plans. Implementation of an operation plan requires investment of both human and financial resources. At times, an organization may suffer from loss of key staff via resignation or illness. Financial resources may also meet unforeseen challenges like occurrence of emergencies. Such cases will greatly inhibit achievement of operation plans

Ways of achieving realization of operation plans

  • Planners need to take considerable time to ensure that all activities are awarded genuine levels of importance

  • Financial forecasting should be embraced to cushion against unforeseen challenges. Besides, budgets should always cater for financial risks by allocating emergency funds. To avoid incidences where staff may give short resignation notices, a policy should be put in place and all staff encouraged to append their signatures.

Question 5

  1. Before making any record, organizational policies and legislative provisions should be consulted to avoid undertaking inappropriate actions. Legislative documents and organizational policies can guide the process of recording to ensure that all conditions are met.

  2. Individuals tasked with recording should be approved as reliable to avoid incidences of misrepresentation. Some people may choose to perform malicious acts of recording falsehood to achieve selfish motives. Such incidences can be eliminated, via vetting individuals who will be recording to uphold integrity and truthfulness.


. Los Angeles: SAGE Publications.Operations managementGreasley, A. (2008).

(6th ed.). Upper Saddle River, N.J.: Prentice Hall.Operations managementHeizer, J. H. (2001).

(3rd ed.). Boston, MA: Nicholas Brealey Pub..Building the learning organization achieving strategic advantage through a commitment to learningMarquardt, M. J. (2011).

. London: Kogan Page.Facilitating reflective learning through mentoring & coachingMcGill, I. (2006).