ABSTRACT
The requirement for knowledge on the part of the mentor is greater than on that of the coach. Sitting on top of that experientially acquired knowledge, the coach can be maximally effective by having a good theoretical understanding of the principles of achievement. In addition to having superior communication skills, the coach should exhibit attitudes that facilitate the performance of others. The requirement for knowledge on the part of the mentor is greater than on that of the coach. Mentors should be: secure in their own position; not feel threatened by their rising star; inclined to seek ways of motivating people; supportive; reassuring; credible; authoritative but not authoritarian; and approachable. Coaching styles vary from the outright 'Machiavellian' to the 'protective parent' – with all the possible 'in betweens', such as the 'detached rationalist', the 'taskmaster' and the 'evangelist'. Both coach and mentor have a responsibility to set up an ethical system which is geared towards handling the inevitable ethical dilemmas.
