Coaching vs Mentoring: Know the Difference to Succeed in Your Coaching Professional Apprenticeship Assessment

If you're preparing for your Coaching Professional Level 5 Apprenticeship Assessment (previously known as End-Point Assessment), there's one trap you must avoid, slipping into mentoring when you're supposed to be coaching. These approaches differ in structure, intent, and impact.

Misalignment between the intended approach and observed practice during Assessment may influence the assessment outcomes.

Let’s break down the difference between the two.

What is the Definition of Coaching and Mentoring?

Coaching is a short-term, structured, and non-directive process aimed at developing specific skills or improving performance. It relies on questioning and exploration, with the agenda driven by the coachee. The coach facilitates growth by helping the individual uncover their own solutions and strategies.

Mentoring, on the other hand, is a longer-term, relationship-focused process. A more experienced individual shares their knowledge, insights, and experiences to support the mentee’s broader career and personal development. The mentee benefits from the mentor’s guidance, advice, and perspective, often gaining confidence and clarity through the relationship.

Simply put:

• Coaching supports autonomy and self-discovery.

• Mentoring offers experience-based guidance and support.

What are the Common Challenges in Coaching Observation Assessments

During coaching observation assessments, individuals may unintentionally adopt mentoring behaviours due to:

• A preference for offering advice.

• Misinterpretation of the coaching role.

• A desire to demonstrate expertise under observation.

Such behaviours may not align with the expectations of a coaching-focused EPA.

How to Maintain a Coaching Approach in Assessment

To support alignment with coaching principles, individuals may consider the following:

1. Clarify the Coaching Agreement

   Establishing the session’s purpose and boundaries can help reinforce a coaching dynamic.

2. Use Open-Ended Questions

   Questions that encourage reflection and ownership (e.g., “What options do you see?”) may support a coaching approach. Suggestive or experience-based statements (e.g., “Have you tried doing X?”) may reflect mentoring.

3. Allow for Silence

   Pauses can provide space for deeper reflection and insight.

4. Apply a Coaching Framework

   Using models such as GROW or CLEAR may help structure the session and demonstrate methodical practice.

5. Be Intentional with Language

   Phrasing that invites exploration (e.g., “What would you like to explore today?”) may support coaching. Statements that offer personal advice (e.g., “Let me tell you what worked for me…”) may reflect mentoring.

6. Engage in Reflective Practice

   Reviewing recorded sessions with peers or tutors may help identify coaching versus mentoring behaviours.

7. Refer to EPA Documentation

   Familiarity with the relevant apprenticeship standard and grading descriptors may support preparation. Individuals may consult publicly available support materials or contact relevant teams for further information.

As a coach, remember, it's not the coaches focus to fix, advise, or lead. A coach is there to facilitate transformation and allow the coachee to arrive at the answers.

Visit our dedicated Coaching Professional Level 5 page to access the full Apprentice Support Pack. It includes all the criteria and grading descriptors you’ll need to understand this standard and prepare confidently.

If you require further support, please reach out to our admin team at admin@nqual.co.uk.