Coaching And Mentoring Programs For Improving Employee Performance - Essay Example

Coaching And Mentoring Programs For Improving Employee Performance Table of Contents Task-1 1 Mentoring and Coaching 1 Coaching 2 Mentoring 2 Difference between Coaching and Mentoring 4 Skills Required for Being an Effective Coach and Mentor 4 Coaching and Mentoring Processes 7 Leadership Behaviours 11 15 Barriers to Coaching and Mentoring Strategies 16 Understanding of Theoretical Concepts and Models 18 An Intellectual and Academic Argument 21 Task-2 23 Critical Evaluation 23 Critical Reflection through Academic Research on Coaching and Mentoring 24 Relating Coaching, Mentoring and Organisation Behaviour 27 References 29 Bibliography 32 Task-1 Mentoring and Coaching Coaching ‘Coaching’ can be defined as a technique to direct, instruct and educate a person or a group of people to do a particular task with the intention of achieving a goal or to develop skills. In order to survive and grow in these tough times every organisation requires performance at the highest level of the effectiveness. By effectiveness it is meant, leadership skills, creativity, stress and time management, meeting control or sensitive issue handling, decision making, and staff handling should be performed with high priority. According to the Chartered Institute of Personnel and Development (CIPD) a number of characteristics and features of coaching are; Coaching deals with one to one developmental deliberations. It deals with providing comment on people’s weaknesses and strengths. Coaching aims at a number of specific issues. It is a short term activity. The executive coaching is an exception to it as it is having longer time frame. The purpose of coaching is to improve performances and expand individual skills. These activities have both individual and organisational objectives. Coaching takes into consideration that the person is psychologically sound and that he or she do not call for any clinical involvement. Coaching is a skilled activity. And, it is time bounded. Mentoring Generally, a senior person with massive experience from the similar profession intended to help a new comer in that field is said to be a mentor. Mentoring aims at making young people more confident in the talents as well as abilities they posses (Swenson, 2010). The term ‘mentoring’ is generally used to define a relationship of a less experienced and a more experienced person. Mentoring includes guidance from mentor which is not intended to personal gains but it is intended out of a desire to help another individual so that he can realise his complete potentiality. Mentoring is of various types. 1) Informal mentoring, 2) Structuring mentoring 3) Peer mentoring 4) Community based mentoring and 5) Online mentoring. Informal mentoring involves meeting of persons forming spontaneous relationships where the new person willing to be counselled and guided from the experienced person. The structured mentoring involves companies, schools, and other organisations. These generally recruit the new comers with no knowledge in the related field and task, and they are trained and guided by the experienced mentors. The structure may be formed in one-to-one mentoring or network of mentors. Peer mentoring is generally seen in educational field. The structure generally includes mentors and mentees of same age group. The communication may be one-to-one or facing a group. Community based mentoring aims at providing guidance and training to the children, young people or the needy. The online mentoring is designed for those who cannot meet face to face with the experienced people. Many of the industries have developed online mentoring. Organisation like SCORE counsels the small business entities who have adopted this mentoring style (Richard, 2010). Difference between Coaching and Mentoring Coaching generally has a definite period of time, but mentoring is considered as an activity or an ongoing relationship which can end up after a longer period of time. Coaching is more formal as compared to mentoring and in case of the former, a meeting is scheduled on a regular basis but in mentoring the same is done as and when the mentee seeks some advice or guidance. The focus of coaching is generally the improvement issues but the aim of mentoring is on career and personal progress. The agenda is aimed to attain the exact and immediate goals in case of coaching but in mentoring, the agenda is put in place by the mentee in accordance with the mentor who provides him direction and support to organise them in order to achieve success in future roles. Mentoring resolves largely around the procedure of developing the mentee in a professional basis. But the coaching resolves largely around the specific development of issues (BREFI Group, 2010). Skills Required for Being an Effective Coach and Mentor To be an effective coach, one must have the following skills; 1. Listening skills – Listening is one of the most essential skills required to be an effective coach. As a manager, if the person is required to coach a team of his employees then one must learn to listen with real focus suspending all the judgments and opinions. Listening includes not only understanding the verbal words, but also certain non-verbal signals such as body languages. 2. Questioning – While in coaching one should form strong questions to explain properly. These questions should generally be short and are open rather than closed. Those questions should be aimed to deepen the learning of a person being coached. Those questions should aim to forward a person towards his or her goals. 3. Constructive Challenging – It is not about holding back neither it tends to destroy the relationship so formed from coaching. Playing back contradictions is a great way of challenging constructively. 4. Accountability – It is one of the most powerful and significant aspects of coaching. As a coach a person has 95% chances to achieve an objective when they have accountability in place. 5. Seeing different perspectives – To be an effective coach one must be able to analyse and explain a particular thing from different perspectives which can help the client to have a powerful understanding about the thing. 6. Encouraging and Supporting – Both of these will act as a strong motivation and support for a client. Therefore, a coach should be able to encourage and support his client with the intention that the result may be effective. 7. Trusting and using intuition – While in coaching intuition is a powerful tool. While trusting is also important. 8. Keeping the focus on client – As a coach, the focus should be 100% on the client and their agenda. It means a coach needs to put full attention on the client. (Broadie, 2010). To be an effective mentor, one must have the following skills; According to the mentor group, all mentors and mentees have to develop certain skills required for mentoring to build a stronger relationship. A few of mentoring skills are discussed here under; 1. Core mentoring skills – This skill is needed by both mentor and a mentee. This includes active listening, identifying goals and the reality. The core mentoring skills also include building trust and encouraging. 2. Mentor–specific skills – The skill is required only in the mentors. This includes inspiring, providing remedial feedback, supervising the risks or caring, opening the doors and instructing or developing capabilities in the mentees. 3. Mentee-specific skills – The particular skill is required by the mentees. This includes acquiring mentors, learning quickly, showing initiative, following through, and managing the relationship. To be an effective mentor one must be excellent in the core skills and the mentor–specific skills. To co-ordinate a mentoring initiative one must be proficient in all skills and he should know the way to help the participants developing the skills in themselves (Dr. Jones, 1999). Coaching and Mentoring Processes For the process of coaching for improvement purpose a manager may apply the following steps in order to get enhanced results. The focus should start with the identification or the describing of the problem in a professional non-confidential manner. Specification is required regarding the proper description of the problem. Recognising the suitable level of performance and showing employees exactly where their output does not meet those levels are two vital steps in this process. If possible data has to be availed for clear understanding. Attitude related discussion about the employees should be avoided. It's important to concentrate on the performance related problem, not the employee related. Ask help from the employee in solving the problem Work must be done in a cooperative way to achieve performance in an acceptable level. The most fruitful way to get the employee's commitment is to ask for individual assistance in deciding what to do concerning the performance problem. This will boost employee’s self-esteem and the sense of realisation will be generated (University of Texas, n.d.). Discuss the cause of the problem To understand the cause of any problem the best way is to gather information through open-ended questions. This technique will bring closer to the source of the problem. This process is essential for listening purpose and also for responding quickly with compassion since the employee may communicate anxiety or annoyance over factors which they feel cannot be controlled (University of Texas, n.d.). Identify and write down possible solutions This will provide a written record which will also enhance employee’s self-esteem. Since there are solutions written down, there are alternatives and failure in one will provide other options which increase the commitment to solving the problems (University of Texas, n.d.). Decide on specific action to be taken by each Decision has to be taken on the necessary actions which are to be taken after the problem is recognised. Responsibility is assigned for the specific actions and it is also written down. For the improvement of the employee’s performance they should be supported (University of Texas, n.d.). Agree on a specific follow-up date A follow-up meeting will make the employees get together to discuss any problem or progression and plan necessary actions. It will provide the information about the handling issues of them in solving the problem or enhancement of performance (University of Texas, n.d.). The process of mentoring should be done systematically and the first step is preparation stage. It will establish the groundwork upon which all the developments will be established and it also sets the ground rules under which the entire structure will operate. The mentor and mentee connect by the process of conversation to share their intellect and build up a mutual acceptability and understanding. This benefit in smooth flow of the following steps in this process. Persuasive It takes the mentor to obtain a strong decision in influencing the mentee to start taking risk and also acting autonomously along with less motivation as well as less direction from the mentor. The mentor might start to assist the mentee to enlarge and develop by telling new strategies, raising difficult questions, and approaching the mentee into creation of innovative discoveries. Enabling/Collaborative The mentor approaches the mentee to judge trouble and converse solutions openly and without any fear of embarrassment. The feedback is used by mentor as a form of mechanism for communication. The mentor becomes satisfied when mentee is able to or has crossed the problem and independently performed in the organisation. Closure/Confirmative The closure is possible when the mentee successfully meets the requirement for successful individual performance of a particular job or function. An equal level of communication works in this case, as mentor and mentee work together in solving the problem. As mentee begins to function at a higher level of understanding in the organisation, mentor withdraws the support and will eventually by mutual consent the relationship exists altogether. Leadership Behaviours The leadership behaviour can be judged through the influencing power, ways to motivate, provide learning scope with showing proper emotional intelligence. The leader can use the Maslow’s hierarchy needs model for motivating the employees. (Clark, 2010). Coaching and mentoring leadership style is a very important factor and can be employed as a motivational factor for the employee. Therefore as per the motivational factor analysis the employee can be motivated to enhance the performance. The different factors like physiological need will provide basic necessities like food, shelter and many more. The safety will provide the sense of security of job in the organisation. Esteem needs are for people who need recognition, felling to move up. The cognitive categories are the people who individually learn and contribute knowledge. Aesthetic people do things not simply for the outcome they do it as it was required to be done. Self-actualization characteristics enabled people know exactly who they are, where they are going, and what they want to accomplish. Self-transcendence is a characteristic of people who are at transgenic level and that emphasize creative thinker intuition, philanthropy, and perception. This hierarchy of categories can aid a leader in preparing different motivational plan for their employees and followers according to their needs. This can immensely benefit in improving the performance of an individual (Boeree, 2006). There are other models also like the Herzberg's hygiene and motivational factors, McGregor's Theory X and Theory Y and Alderfer’s Existence/Relatedness/Growth (ERG), and Vroom's Expectancy Theory models which can be employed in analysis of the motivational factors and these can be applied to the employees to obtain the desire result. In terms of applicability in SKY organisation Maslow’s hierarchy model is best as it is easy and analysis can be done quickly (Clark, 2010). Higher level of emotional intelligence is associated with better performance in certain areas. The leadership capability varies according to the intensity of emotional intelligence and in broad, co-workers appear to understand and appreciate managers’ ability to control their anger and impulses to endure unfavourable events and stressful situations (Centre for Creative Leadership, 2001). Self-awareness is the solution to leadership development and it is a skill to handle stress. In order to work in SKY it is necessary to do an analysis of self-awareness to enhance the skills. The more accurately it can be identified and monitored the faster an individual can gain benefit out of it. This is possible by constantly looking for ongoing feedback (Centre for Creative Leadership, 2001). For a long term career success, an individual should demonstrate himself/herself as a supportive and contributing and constructive member of the group. Individual should think about what he/she can do to add positively to the group and also towards the organisational goals through existing job, new job assignment, by coaching and also by becoming role models. To achieve higher performance with leadership skills and emotional intelligence the following areas need to be dealt with. The organisation should develop a participatory management kind of structure. It should be able to put people at ease, with high self-awareness. There should be a balance between personal life and professional life. The employee should be straight forward and also should demonstrate composure with proper care towards relationships. Change management is needed to be adopted by employees in order to confront problems and also to take decisions individually. Benchmarking process can help an individual to go beyond the intellectual know-how and expand their emotional intelligence. This will guide for developing the skills and enhancing the performance for a long term career in the organisation (Wright State University, n.d.). Barriers to Coaching and Mentoring Strategies The barriers to effective mentoring and coaching strategy occur broadly from the issues of organisational culture where the existing culture is not compassionate to mentoring and coaching, or does not fully understand it. The personality issues between those involved in mentoring and coaching programmes can also create an obstacle (The Chartered Institute of Management Accountants, 2008). The barriers include disproportionate matching of mentors and coaches to their protégés. The barriers can also be created when there is lack of managerial support at higher level in the organisation. The formation of unrealistic expectations as to what mentoring and coaching can achieve can also create a hurdle (The Chartered Institute of Management Accountants, 2002). Resentment can occur in among those who are not able to participate in the coaching and mentoring programmes. This resentment can occur due to perception of favouritism. It can also in turn create a blurring of role related boundaries between the role of manager and mentor (Chartered Institute of Personnel and Development, 2006). Power in the organisation is related to the position and the authority individuals hold. The power can act as barrier in the mentoring and coaching process. Due to holding of the authority and liability of responsibility it becomes difficult in conducting the overall process of mentoring and coaching. The mentor as well as the mentee both might face the problem in working together if power is brought in between and the whole process. This can create a deviation of the process from being a positive one to turning it into a negative one. This scenario can be reduced if authority is brought in between mentor and mentee (Maitland, n.d.). Diversity is about empowering people. It makes the organisation effective by capitalising on all the strengths of each employee. Diversity is about understanding, valuing, and utilising the differences that exists in every person. The main failure which generally prevents a group from being a team is the failure in accepting others for what the persons actually are. The group will grow only when it realises that the key for gaining success is converting weak areas into a strong area. Failing to recognise the different quality of others makes the group consisting of different members from targeting towards the team goals. Every individual is different in various grounds of skills and in a team it becomes difficult to manage all of them (Clark, 2010). Culture of the organisation, if it is anti-learning or indifferent there will be no interest in developing staff. For the coaching and mentoring a culture of learning should exist then it is possible to gain success. People having higher authority generally have an experience in imbibing learning culture but due to the organisational change, the new organisation might not have the learning culture, it will become a barrier in the whole process of mentoring and coaching. The anti-learning culture does not allow the coaching and mentoring to exist in the organisation and therefore the employees can remain deprived of getting the mentoring and coaching related benefits (Brockbank & McGill, 2006). The lack of awareness about how cultural difference might affect mentoring and learning tends to become a barrier in coaching and mentoring. Lack of effective teaching of ethical practice in the context of cultural diversity is also the reason for barrier in mentoring and coaching. Professional ethics and personal ethics in comparison tend to create barrier in the process of mentoring and coaching. It is hard to judge the ethics of individual and provide the necessary training requirements. Individual have different ethics and judgement of such is not possible and it becomes a problem while mentoring or coaching. The power, diversity, culture and ethics needs to be thoroughly employed in providing the mentoring and coaching to the employees. Understanding of Theoretical Concepts and Models Mainly people in organisations gain knowledge because the organisation encourages and fosters knowledge related activity that is appropriate to the job, to the future, and to the objective of the organisation. In organisations people are motivated to gain knowledge for various reasons, depending on the leadership style and the circumstances (Niblett, 2010). In today's world more and more organisations are employing a range of diverse methods of experimental or practical learning techniques to encourage value-added leading edge thinking. As most organisations grow and become established, intellectual resources and the expansion of new, marketplace-oriented facts become frequently the only distinction between them and the competition. In many modern businesses there has been a training of in-house mentoring or peer coaching. New workforce comes under the guidance division of a sensible senior and experienced person to facilitate them to acquire learning by embarking upon journeys and voyages of experience. Several senior executives have part-time mentor who might board ahead programs to improve deficit skills or might act as advisors and counsellor. Progressively more organisation appreciates the worth of mentor-protégé relationship to expedite change in processes and behaviour, to develop awareness competence, and to develop value added knowledge, behaviours and skills (Niblett, 2010). To enhance the skill and for development organisations must develop various processes like: 1) Individual capacity and learning styles assessments along with team assessment, 2) Tailored experiential events and learning workshops, 3) Leadership along with teamship–inspired small team coaching development and 4) An on-going mentoring process by the in-house individuals along with external experts by utilising distance and face-to-face learning methods (Niblett, 2007). Mentoring is possible if the organisation can establish individual one-to-one relationship with managers and executives to develop and enhance decision making, skills and knowledge. As a part of change management program, organisation can mentor people through the change process. As a part of an applied learning process, the organisation can establish mentoring relationship in the workshop or getaway that will continue the post experiential learning phase for the duration of the change intervention. Ways to Use the Mentoring Method The traditional approach of mentoring through usual face-to-face meetings can be applied in the organisation. Through the mixed approach, where several face-to-face meetings are mix together with ‘phone calls, emails and electronic mail report reviews’ (Fielden, 2005). Open mentoring is a blended mix of e-learning, web casts, teleconferencing and open pathway project building (Fielden, 2005). An Intellectual and Academic Argument The mentoring and coaching models cover a variety of continuing professional development practices that are based upon a range of philosophical premises. Both coaching and mentoring is designed to support contentious professional development that is designed for one-to-one relationship. It is assumed that coaching is more skill based whereas mentoring is more involved with the counselling and professional proximity. Mentoring includes the relationship where one person is experienced and the other is a learner. While each of the models describe a set of description, it is not possible that the models will or have to stand alone; to a certain extent they depict the leading description of particular approaches to contentious professional development. A lot of organisations countenance the dispute of developing superior self-confidence, inventiveness, solutions-finding and problem-solving capabilities among their people. Organisations require staff at all levels to be more autonomous, imaginative, original and self-regulating. This enables employee to be able to function at higher strategic level which makes the organisation more creative and competitive. It's what all organisations strive to achieve (Chapman, 2010). David MacAfee and Bob Garvey came across at the similarities and differences between mentoring and coaching. Mentoring and coaching are being used increasingly across a variety of sectors and countries, but there is still much debate over what the terms mean. BREFI Group also has provided the difference in between the two terms. The concept of mentoring began with the writings of Homer’s Odysseus. D. Broadie has provided a view for being an effective coach while Dr. L.P. Jones has given a view about being an effective mentor. Maslow had provided different motivational factors for providing mentoring and coaching. Herzberg had given a different explanation towards the requirement of coaching and mentoring. There are different opinions and views of different authors that are provided regarding coaching and mentoring. Coaching and mentoring are very important issues in the organisational context and still there are many facets which are to be fully discovered. In different organisational culture it is viewed in different perspective with different operational functions. Involving mentoring with objectives and assignment tasks or performance is a highly creative and efficient current method of training and developing people in organisations, particularly for staffs in teams and departments and also for developing organisations themselves. Mostly mentoring is conducted by an internal person in the organisation rather than appointing anyone from the outside. Organisational framework and business surroundings differ in various ways like the category, dimension, extent, natural features and logistics. The manager or the employer should recognise and show appreciation towards the employees for successfully completing of the mentoring and coaching process. This acts as a motivator and builds up the confidence of the employees. Task-2 Critical Evaluation Mentoring and coaching are very important in an organisational perspective. These can benefit an organisation to prepare their human resources to tackle any difficulty that may arise in fulfilling their organisational duties and responsibilities. The importance of coaching and mentoring are; Mentoring and also coaching both helps to develop different skills which can be implemented in an organisation. Coaching and mentoring in terms of organisational perspective aids an individual learn and develop new skills and later on implement them for the benefit of an organisation. Coaching and mentoring helps in breaking up large scale based tasks into comparatively smaller ones and then gradually introducing new skills. Before selection of a training program coaching and mentoring of the organisational staffs is necessary in order to identify the individuals who are lagging behind and who needs the training. Coaching and mentoring helps an organisation to better understand their human resources which in turn makes an organisation more stable and profitable in the long run. Performance related targets which an organisation wants to achieve can also be addressed by coaching and mentoring as it can boost an employees overall performance. In order to oversee progress and monitor any problems on projects the usefulness of coaching and mentoring is felt. Both of these help to prepare staffs for the process of promotion or to show them a clear career path. These help employees to identify the various problems and also possible routes to the solution. Coaching and mentoring is a process of brainstorming. These direct the imaginative input of a team to keep the projects on the track. Coaching and mentoring helps to overcome conflicts by diffusing the disagreements among the team members. Coach and mentor, both help to re-motivate their staffs, by restoring enthusiasm and commitment within the team. An HRM finds coaching and mentoring useful whenever there is a need for increment in levels of performance and motivation. The effectiveness and utility of coaching and mentoring lies in inspiring and empowering the employees, building commitment, developing talents, increasing productivity and promoting success. Both of these are very essential element of modern managerial practice. A famous saying by John Henry Newman will help to highlight the importance of coaching and mentoring. According to him, “To live is to change, and to be perfect is to have changed often” (Serrat, 2009). Critical Reflection through Academic Research on Coaching and Mentoring As I am working as a sales advisor in SKY and also at the same time I am a student, studying in UK, I find employees and students are likely to achieve greater success if they had a mentor to guide them. Bozeman and Feeney (2007) define mentoring as “a process for the informal transmission of knowledge, social capital, and the psychosocial support perceived by the recipient as relevant to work, career, or professional development; mentoring entails informal communication, usually face-to-face and during a sustained period of time, between a person who is perceived to have greater relevant knowledge, wisdom, or experience (the mentor) and a person who is perceived to have less (the protégé)” (Bozeman & Feeney, 2007). A mentor in an organisation is one who takes care of her protégés so that they could get the best possible opportunity to accomplish their career potential (Colocation, 2010). The coaching and mentoring always links today’s job with tomorrow’s job. Coaching and innovation is very much crucial in this 21st century as it summons the employees’ innovation by both respecting human resource and constantly challenging the other individuals to find ways to do their job in a better and efficient way. There is great chance of career development with the guidance of a mentor and a coach. At my previous company that is, Victoria Court pride Spinning Mills, Mandi Bahauddin, Pakistan, where I was an assistant supervisor, my work was to not only supervise but also to work as a mentor to my team members. Coaching and mentoring helps an individual to be a unique being with having special talents and unique abilities of their own. As a student I feel, career development is also a part of coaching and mentoring management practices which helps an organisation to be fully informed about their incumbent. Coaching helps a person to develop the sense of self awareness. Coaching and mentoring in an organisation is very important since it develops professionalism in an employee or a student in a college or a university. An effective coaching and mentoring teaches integrity, initiative taking ability, resilience, positive Attitude and teamwork. These are the required elements of professionalism which has given birth to coaching and mentoring in corporate management. An effective coaching brings positive attitude in an individual. Time management is another vital role of coaching and mentoring. The coaching and mentoring program imbibes in a person self- respect and also a feeling of being supported and there by they are inspired in contributing their utmost in an organisation’s success. It also helps to inspire self-motivation and to overcome common work place related problems and to manage diversity (Nigro, 2008). (Colocation, 2010). Job enrichment and Job satisfaction is obtained through proper coaching and mentoring. The various benefits of job enrichment include the following like: It helps in the growth of individual along with increased job satisfaction, self-actualization and improvement in performance. The organisation acquires a new team of motivated employees from the existing team and also the society is benefited from the effective organisational performances (Colocation, 2010). Relating Coaching, Mentoring and Organisation Behaviour My current experience lies in SKY as a sales advisor. This organisation believes investing in people, which helps them to perform at their best and achieve their complete potential. The development program of SKY is such that, they are very close to their organisational value. The purpose of such training at SKY is to provide their customers the best experience of SKY. The training program also includes developing one’s skills and career at SKY. In this scenario the organisation demands from its people to be the best that they can possibly be. The organisation is very serious in maintaining its development programs. SKY has developed a new online development platform where one can download materials or books on training and development according to their requirement (BskyB Corporate, 2010). The organisational behaviour is interrelated with coaching and mentoring. Managers and Organisations realise that the most crucial source of their competitive advantage is not the product design, marketing strategy or production technology rather it is the human assets which works for the development of the organisation (Stanford Graduate School of Business, 2010). According to the theories of Human Resource Management, the success of an organisation does not end up with the hiring and selection of human resources, rather training and development is an integrated part of it and it plays a crucial role in the success. Organisation Behaviour (OB) is that part of study which investigates the impact which individuals and also groups have on behaviour within an organisation with the motive of applying such knowledge towards improvement of the overall organisation. OB focuses on various aspects in an organisation. It deals with the psychology of an individual, social psychology and sociology of a group, and anthropology of the entire organisational system. Psychology deals with the job satisfaction, individual decision making capability, attitude measurement, motivation, perception and training of an individual. Sociology deals with the inter-group behaviour, communication power conflict, and organisational culture and changes. Social psychology deals with group decision making, behavioural changes, and attitude changes. Anthropology deals with the comparative values, comparative attitudes, cross cultural analysis. A person is said to have high level of job satisfaction when he holds positive feelings about his job. For gaining job satisfaction, the role of mentor is very much important. Mentor helps a new comer with the understanding about his task and motivating him by adding confidence to his inbuilt capabilities. It is the mentor himself who finds out how much satisfied is an employee with his job and that how much is he involved with it. It is the mentor who mitigates the gap between the job satisfied people and the absentees. Job satisfaction in turn results in customer satisfaction and the active role of a mentor lies here. The mentor is also responsible to realise the needs of his team members. According to Maslow’s hierarchy needs theory, five needs are realised. Those are self–actualization needs, need for self esteem, social needs, safety needs, and physiological needs. The needs are first identified by the mentors’ among the team members and accordingly they are resolved. The mentors are responsible for the professional development of the employees. Mentoring helps the employees with better performance, improvement of morale and there by helping to succeed in the business. Employees need motivation. And that is achieved by getting reward and recognition. Both of these factors help an employer as well as an employee to get what they want from the work and thus resulting in a win-win situation. Again leadership and job satisfaction are interlinked with each other and leadership helps in the process of job satisfaction among the employees by creating a motivated atmosphere (Ashraf, n.d.). References Ashraf, T., No Date. United Nations Educational, Scientific & Cultural Organization. Organizational Behavior. [Online] Available at: http://www.unesco.org/education/aladin/paldin/pdf/course02/unit_14.pdf [Accessed September 22, 2010]. Boeree, C. G., 2006. Abraham Maslow. Personality Theories. 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