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Reflections on Mentoring
Reflections on Mentoring
Implications of mentoring
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When Jack Welch was running GE he brought in a number of new initiatives and ways of working. One of those things was reverse mentoring. It’s an approach that turns traditional mentoring on its head as younger people mentor their older colleagues. Mentoring is really about taking those with experience to share it with those who need it.
Today we live in a world that is changing ever faster, and where technology is adapting both the ways of working and the behaviour and approach of consumers. In traditional mentoring the experience is usually about leadership, entrepreneurship and business acumen. Business leaders have taken time to build their careers and at the same time the changes have been mostly affecting those younger than themselves,
These create the opportunity for exposure to new ideas, different ways of working, alternative experience and contextualising challenges. Reverse mentoring ensures that small businesses can get exposure to the experience of a new generation using different techniques and tools to support their activity and
Often time is at premium and there may only be a few staff whose skills can be drawn on. However, most businesses operate in a loose network of suppliers and associates whose products services and skills play a part in delivering value to customers, When we talk to most small businesses they know others who employ young, and capable, people. Our colleagues may have older children starting out in the world of work too. Finding a mentor pairing outside the company structure also brings insights that those in the business miss.
Traditional mentor-protege relationships typically have a clear, structured objective with regular monthly meetings. While it is still important to meet consistently, this relationship can be more casual. Kevin Baughen, the director of a charity marketing and communications consultancy, tells the Guardian that reverse mentorships work best with less structure. I agree, indeed it’s often the more relaxed conversations that yield best value for the business owner. What matters is that there is mutual respect and a willingness to work as
Mentor orientation can be described as “Employees who have seniority… to oversee new hires for a certain time-period and are ultimately responsible for providing much of the training that will take place at work.” (Taylor, 2011) This enables newly hired employees to receive consistent support after the formal orientation and 3 days on the job training. The mentoring support should be planned based on the lessons in the formal orientation program identified above. Since supervisors must continue to do work-related tasks association with leadership at the job-site, mentors can direct, supervise and help new employees refine skills needed to become successful and productive.
There is little scientific knowledge when it comes to mentoring effects on future outcomes; in addition posing confusion as to how these programs continue to emerge. A major component in regards to program effectiveness is in measurement or evaluation of its structure (Deutsch, N., & Spencer, R., 2009). This is done by conducting surveys, focus groups, and interviews (Deutsch, N., & Spencer, R. (2009); Karcher, M., & Nakkula, M. (2010); Diehl, D. C., Howse, R. B., & Trivette, C. M. (2011); Osgood, 2012; Williams, 2011). Studies gives the researcher insight into knowledge that otherwise wouldn’t be known, in order to understand mentoring reactions and relationship styles better (Karcher, M., & Nakkula, M. (2010); Christens, B. D., & Peterson, N. A. (2012); Diehl et al., 2011; Leyton‐Armakan, J., Lawrence, E., Deutsch, N., Lee Williams, J., & Henneberger, A. (2012); Meyer, K. C., & Bouchey, H. A. (2010).
Mentoring can be that hand that reaches down and pulls you out of the pit. Mentoring can change lives forever and create permanent relationships. Mentoring can help a child get on the right track if they do not have someone else to help them. Whether they have grown up without active parents, have gotten into trouble from time to time, or even if they are a straight A student, the youth needs mentoring. It will build a country that has a solid foundation in which the current youth of America will one day lead. Mentoring proves that “regardless of background, [all children] are equipped to achieve their dreams” (Bruce and
I have been a mentee in three mentoring programs and I understand from firsthand experience how important mentors have been in my life. Each relationship was very different; one of my mentors was about two generations older than me, while my two more recent mentors have been only a few years older than me.
We will be interweaving the experiences Maxine Clark used in business throughout her career and how those experiences measure within the Career Stage Model as discussed in Chapter 17. Each of the team members will be discussing one of the four stages of the model in depth with many examples not only from Ms. Clark but other corporations as well. Our overall focus for each stage will be in the discussion of mentoring programs. We will provide examples and professional studies that discuss the differences between a formal mentor program or an informal mentor program. Below are the four stages and the team members that will be presenting each.
In addition, for some mentors, mentoring was a burden or workload issue that often went unnoticed by others. Mentees, too, were concerned by a lack of mentor interest and training and a host of problematic mentor attributes and behaviors (e.g. critical or defensive behaviors). Professional or personal incompatibility or incompatibility based on other factors such as race or gender was also seen by both mentors and mentees as impediments to the success of the relationship. Organizations, too, were confronted with difficulties arising from mentoring programs. Lack of commitment from the organization, lack of partnership and funding problems were reported in some studies, while in others, cultural or gender biases meant that some mentees’ experiences were not
Woodward. (2007). Using Adult Learning Theory for New-Hire Training. MPAEA Journal of Adult Education, 36(1), 44-47.
Garvey, R. Stokes, P. and Megginson, D. (2009) Coaching and Mentoring theory and Practice. London: Sage
“Organizational Management & Leadership A Christian Perspective” defines a mentor as “individuals that provide career guidance, advice, help with obstacles along the way and can explain off culture and politics or give insight into how to make a presentation to different managers within the organization.”
Mentorship is an integral part of nursing profession as qualified nurse have the responsibility of supporting and developing future nurses (Hodges, 2009). Hence, this essay will discuss Strategies a mentor can implement to support an underperforming learner in a practice environment. Mentorship is essential in the training and development of nursing student. This will explore how a mentor can identify underperforming learner, evaluate mentors interventions and discuss accountability in relation to decision making to the learners achievements.
an employee’s skill set therefore may not add to the organisation’s productivity. Employers need to be selective with the input of training, resources and career opportunity to these youth workers, only to what they believe the worker is capable of and if they are motivated to improve and
Engagement in intergenerational learning harnesses potential across ages and learning styles, breaking down barriers to the negative stereotypes shared intergenerationally while utilising the skills of the older worker (Ropes, 2013). According to social learning theory principles, a person learns through observation of a knowledgeable other whereby observed behaviour and information is encoded and stored, reproduced and motivation increases, by means of reward (Russ-Elt, 2014). In an organisation, this type of social learning mostly occurs in a non-formal way via mentoring, or formally, as in an apprenticeship, whereby a younger and inexperienced worker is paired with a senior worker in order to engage the younger employee in a behaviour socialisation process, in addition to knowledge and skills transfer (Ropes, 2013). This social construction of learning benefits the organisation by developing organisational processes and the sharing of knowledge from older to younger worker while additionally benefitting the employees by breaking down negative stereotypes regarding ageing workers, improving social capital. Additionally, Ropes (2013) suggests that a reverse knowledge transfer also occurs from younger to older worker whereby the older worker learns new knowledge and skills from the younger, typically in the case of technology.
To conclude, the author feels intrapreneurship is beneficial to progressive business organisations as it uses their employees’ knowledge and ideas for new developments or solutions to a problem. However, there may be drawbacks to the employees. For example, they receive compensation for their creation, but the profits from their ideas goes to the business and not the individual. This can mean they are missing out on a lot of capital. Focusing on the benefits to the business organisation, this is a very important concept for them to gain their maximum potential profits and the success of the business as a
Mentoring program becomes instrumental and breakdown barriers as employees are interacting and carrying out the organization’s vision. This allows employees to interact with employees of different cultures and backgrounds with the goal that one will learn more about the individual.
One of my responsibilities involved checking the messages from the days before on the office phone. I found that some of the potential mentors sounded older. This got me wondering about the age limits of the mentors. I knew they had to be at least 18, but was there an age cap? Could a 30-year-old join the team and be the mentor to a 12-year-old? I though about the different ways that these relationships could manifest. If the mentor was older, could they potential become a parental figure to the child? I always thought of the mentors as young adults, around college age. They would be an older sibling to the child, understanding the generation specific of the child, especially once they were teens. I though that in this way, the child would possibly open up more because they would not look at the person as an authority figure. When I though about a possible 13-year-old being matched with a 35-year-old, I thought of my teen years and figured that at that age, I would not have been so willing to share. Nevertheless, we allow any willing person, over the age of 18, that passes the checks, to become a mentor!