■ Concerned with task

■ Focused on skills and performance

■ Primarily a line manager role

■ Agenda set by and with coach

■ Emphasises feedback to the learner

■ Typically addresses a short-term need

■ Feedback and discussion primarily explicit

■ Concerned with implications beyond task

■ Focuses on capability and potential

■ Works best off-line

■ Agenda set by learner

■ Emphasises feedback and reflection by the learner

■ Typically a longer relationship, often for ‘life’

■ Feedback and discussion primarily about implicit, intuitive issues and behaviours