Today's work environment is characterised by its ‘volatility, uncertainty, complexity and ambiguity’ a concept aptly named VUCA (Bennett and Lemoine, 2014). Initiating positive change within organisations therefore presents a significant leadership challenge (Bawaney, 2016); one which calls for workforce development in line with strategic organisational goals, that encourage not only the development of learning structures but also emphasise the importance of coaching (Ellinger et al, 2003). However, as Grant and Hartley, (2013) purport, this is not necessarily being applied back in the workplace. Although Ellinger et al (2018), refute this by suggesting that significant benefits have been demonstrated by those managers who have developed a coaching approach.
Contemporary workplaces share the space with a number of generational groups. From traditionalists to Baby-boomers; Generation X to Millennials each generation has its own characteristics, and approach to work (Lewis, 2011). As Generation Z now takes its rightful place in the workforce, it could be reasonably argued, that all generations have the potential to shape business success, support collaborative working; facilitate shared learning and enable the building of strong and effective working relationships.
In light of the many differences that exist between the various generations and with the Millennial Generation and Generation Z, soon to become the dominant generations within nursing, the main focus of this paper will encourage a discourse of the differences between the Millennial Generation and Generation Z. Although when making any type of comparison it is important to note as Kriegel, (2016) argues, that such labels can promote negative associations and preconceived opinions. Information that seeks to explore the differences of all the generations can be found in the work of Christensen et al, (2018).
Definition
Myriad of definitions exist that seek to describe the term coaching. These include Milner et al, (2018) who argue that coaching is a skillset that requires dialogue between a coach and the person or persons being coached (coachee). This is supported by Starr (2011, p. 257) who determines that ‘coaching is a conversation, or series of conversations, one person has with another’, the coach developing the conversation in a way that will benefit the coachee, and support learning and advancement. Whitmore (2017) defines coaching as having the ability to unlock potential, in order to maximise performance and Waldrop and Derouin, (2019) as a process through which sustained support enables performance goals to be achieved.
Coaching argues Bozer and Jones (2018) ‘is a learning and development approach that places the learner at the centre of the learning process’ and could be considered to have a twofold impact; for whilst coaching enables the realisation of professional goals (Sherman, 2019) it also helps to achieve the intended outcomes defined by the organisation (Bozer and Jones, 2018).
Within professional nursing practice, coaching is considered a relatively new concept that seeks to enhance leadership skills, the more dominant approach being that of mentorship, used primarily within nurse education as a means of ensuring academic achievements (Waldrop and Derouin, 2019).
Coaching v mentorship
The term coaching is often interchangeably used with the term mentoring (Connor and Pakora, 2017). There are however many differences. For example, as Connor and Pakora, (2017) argue, coaching is ostensibly short term and focused on defined issues, whereas mentorship may progress over a longer period of time and have a more generic perspective.
Furthermore, Lewis & Olshansky (2016) argue that mentoring is often associated with a top-down or hierarchical approach, whereas coaching primarily occurs within a trusting non-hierarchical relationship between a skilful coach and a coachee (Trevillion, 2017) during which time hierarchy gives way to collaboration, blame gives way to open evaluation and external motivating factors replaced by self-motivation (Whitmore, 2017).
Mentorship in nursing
Within the nursing profession the traditional student support model is mentorship (Leigh et al, 2019); a process through which a registered nurse transfers knowledge and skills to a novice. This is supported by Narayanasamy and Penney, (2014) who maintain that mentorship has featured as the main support mechanism for nurse development, particularly within the NHS, and by Leigh and Roberts (2017) who argue that mentors have played a pivotal role in developing student learning within clinical practice.
Coaching in nursing
Coaching is also considered an important aspect of nurse development, (including novice nurses), and in promoting interprofessional teamwork (Sherman, 2019). Moreover, it provides a valuable opportunity for the coachee to learn from personal experience (Kowalski, 2020), it supports ‘personal mastery’ and has the ability to enable organisational change (Sherman, 2019). Personal mastery argues Hong et al, (2013) being associated with personal vision, values, performance and wellbeing.
Furthermore, coaching empowers the development of personal goals and enables the coachee to find their own answers (Kowalski, 2019). Effective coaching emphasises partnership and collaboration, with the leader spending more time listening than talking, using dialogue to support performance development (Sherman, 2019). To do this successfully however requires a coaching culture.
Creating a coaching culture
Coaching culture is a term used to define the principal style of management and collaborative working; one which is embedded in a simultaneous commitment to foster employee development (Clutterbuck and Megginson, 2005). This is supported by (Milner et al, 2020) who argue that coaching culture is a concept which encourages the workforce to use coaching skills collectively and by Jones and Gorell, (2018) who define a coaching culture as one in which people are empowered and where coaching occurs at every level.
The tide is turning
Disappointingly, in many organisations despite initial enthusiasm for coaching, the newly acquired skills fail to be adopted and instead leaders simply revert back to archaic and dominant command-and-control leadership behaviour patterns (Grant and Hartley, 2013). One reason for this is that change within organisations is difficult to implement for even leaders fail to recognise how ingrained behaviours can be (Sherman, 2019).
Today's nurses therefore, require nursing leaders to provide them with opportunities to learn and flourish as healthcare professionals; coaching is one way in which this can be effectively achieved (Sherman, 2019).
Contemporary nurse education also advocates the use of coaching to stimulate professional growth and knowledge improvement and is in line with the new NMC pre-registration nursing standards (NMC, 2018), with the role of the practice supervisor complementing that of the coach (Leigh et al, 2019). As these new standards and new roles replace old, so will coaching replace the mentorship function of nurses (Leigh et al, 2019). In order to do this successfully it could be argued requires the nursing profession to create a coaching culture through which both coaching and mentoring can work collaboratively; or is there an argument for removing mentorship from the nurse's repertoire of skills and replace it with coaching?
With considerable challenges being faced by the nursing profession and in particular newly graduate nurses, understanding the needs of the multiple generations that exist within the current nursing workforce is becoming increasingly apparent. This necessitates nurse leaders being open, not only to recognising the needs of individual nurses but also the nuances that exist within generations and how they can be effectively supported
Generation stereotypes
Developed by Strauss and Howe in 1991, ‘Generational Theory’ relates to a period of time between which groups of people share particular values and characteristics and are linked by pivotal periods in history (Cagle, 2018).
According to Christensen et al, (2018) existing generations currently employed within the health care workforce are Traditionalists (born 1922-1945), baby boomers (born 1946-1964), Generation X (born 1965-1979), millennials or Generation Y, (born 1980-1995), and Generation Z (born after 1995). These terms have become symbolic of the differences between the generations; ultimately those between young and old (Lyons, 2020).
Whilst there are still those from the Traditionalist Generation who are working as professional nurses, they will soon retire. Furthermore, Baby-boomers and Generation X nurses are looking for roles different from that of the clinical setting or retiring themselves; it is important therefore that we consider how we can preserve the richness of their knowledge and experience otherwise, who will provide the necessary support to more junior staff? (Jones et al, 2016). It is also with equal concern, that we should focus on the new generations of nurses coming through, namely Millennials and Generation Z. These are the nurses who are more likely to move quickly into specialist roles and other positions expected to enhance their career opportunities. Some may even leave the profession if their needs are not met (Jones, et al, 2016).
Millennials
Indicated within a report published by AMN Healthcare entitled Survey of Millennial Nurses: A Dynamic Influence on the Profession (2018) Millennial nurses are bringing a very different perspective on such tenets as career, leadership, education, and the work environment.
They have very distinct expectations from former generations and they expect their contribution will be of equal standing. Within the nursing workforce these traits are likely to be amplified, due to the extraordinary level of individual commitment expected.
Furthermore, Millennials also find leadership opportunities more appealing than their generational counterparts and demonstrate a significant interest in becoming nurse leaders (Faller and Gogek, 2019). Millennials are also much more aware of the importance of a work-life balance (Stevanin et al, 2018).
Generation Z
This generation is the most recent generation to enter the workforce and is the first generation that has never known a world without the ‘web’ (Gomez et al, 2019). This giving easy access to information at their fingertips. Described as the ‘new realists’ (DuPont, 2015), Generation Z has grown up with an outlook grounded in recessions, terrorism, climate change, and the dark web. Although, Gomez et al, (2019) challenge this assumption and argue that instead those born into Generation Z believe in the importance of social activism, they accept opposing views and believe that essentially with change comes dialogue.
Supporting Generation Z nurses may need a different mindset from that of baby boomers and Millennials. As they begin to enter the workforce, the emphasis may be on helping through dialogue, whilst appealing to their sense of fairness. It is clear therefore that the healthcare workforce is multigenerational (Hisel, 2019). It could be argued that each generation brings with it a variety of differences, strengths, weaknesses and characteristics that can help strengthen the workforce and successful nurse leaders will need to harness these differences to build stronger teams,
Nursing challenges
Today's nursing leaders are faced with significant challenges as they seek to effectively address such issues as workforce sustainability and projected staffing shortages whilst attempting to sustain, not to mention improve, the level of patient care (Wong et al, 2013). The issue of nurse recruitment and retention continues to be a global concern (Tomieeto, et al, 2015), with England alone experiencing in excess of 43,000 nursing vacancies (RCN, 2019).
With unprecedented changes to the nursing workforce having taken place within recent months (Jones-Berry, 2020) the challenge to governments to increase nursing numbers has likely taken a back-seat, although this is likely to re-emerge as the COVID-19 crisis dissipates.
In the short-term some of this has been remedied by the mobilisation of student nurses to join the registered nursing workforce earlier than expected (Mitchell, 2020), and although some will flourish, many will be ill prepared to work in an environment that is alien to most nurses. This has the potential to create significant problems now and in the future as these students come to terms with their professional experiences. Both the mental and physical impact of this has perhaps yet to be truly realised.
Integrating new ways of working into professional nursing practice, such as coaching may have to wait until we have emerged from this crisis. Although will this simply stifle innovation at a time, when new ways of working are needed the most. For those organisations who have utilised a command and control type of leadership, this may not be the answer.
Conclusion
It has not been possible to write this paper without acknowledging the global epic response that the nursing profession has provided at a time of our greatest need. With the nursing response having gone far beyond what could be reasonably expected in the year when we celebrate the International Year of the Nurse and Midwife, (Ford, 2020) the nursing profession ‘really is saving lives’ (Howard Catton 2020, quoted in Ford 2020).
Inevitably, there will be nurses whose resilience has been stretched to the limit and some will not wish to continue to work in a profession that has demanded so much of them, in such a short space of time. This is understandable.
How the profession moves forward from this will depend very much on how nursing leaders take control and continue to support our frontline nurses. Adopting both a coaching and compassionate approach to acknowledging professional burnout, feelings of inadequacy, guilt and fear may have the potential to reduce the risk of nurses leaving the profession. It is what we do now that will help keep the profession intact, our voices heard and our resilience high.
With a raft of guidance being provided to support nurses during the pandemic, including mental wellbeing (Stephenson, 2020) when this is all over it will be interesting to see what damage has been done to a workforce that was already at breaking point. Nurse leaders must act quickly to manage the fall-out.