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Implications of mentoring
What makes someone a mentor
Implications of mentoring
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Up till now, the paper has discussed areas that schools and teachers face in the local Hong Kong education system. It is important for the AT to be a successful mentor, there are of course many factors to consider when required to interact with the teachers to help support. In this part I would like to discuss the essential skills that a mentor is required to acquire.
Active listening
Being an active listener gives the opportunity for the mentee to tell their story. Pask & Joy (2007) explain that active listening includes listening for intention by ensuring that both mentor and mentee understand what it is that is being said. Therefore, clarifying, reflecting back, paraphrasing and summarising are key tools to the mentor’s toolbox. As
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How the mentee sees the process of the mentoring relationship is important. When a mentee views mentoring as a positive process, mentoring will be the most effective (Connor and Pokora, 2012). Mentors are often faced with difficult mentees but it is just as important to affirm the person as they are. Mentors may not agree with the mentee’s behaviours or views but Connor and Pokora (2012) suggests that mentors should aim to suspend their judgement and evaluations. For a positive rapport to be built, there needs to be an openness and sense of ease in the relationship (Wallace and Gravell, 2008). Personal chemistry plays a large part in the success of the mentoring process but compatibility is not necessarily all about have similar personalities or attitudes (Wallace and Gravell, 2008). A mentor with a different outlook and background may initially be challenging but can also result in a greater effect of learning from the mentee (Wallave and Gravell, 2008). However, mentors will generally have more experience and expertise than the mentee but without being the all powering, successful mentors can make use of their expertise and redirect it upon their mentee to help them generate their own solutions. Connor and Pokora (2012) summarises the differences on how a successful mentor can help the mentee bring out the
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).
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.
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
Competence - mentors should have the appropriate knowledge of the subject area as well as a sense of organization. Some of the attributes of competence include the ability to command respect from others and the skill to build the student’s strengths by giving constructive criticism and feedback. Other skills incl...
Both counselling and mentoring utilise a lot of the same skills (Clutterbuck and Megginson, 1999), confusing people about which one they need. They are both based on the needs of the client, with an agenda set by the client and share the key aim of attempting to enable clients to help themselves. However, mentoring’s structure is much more informal, sessions can be spontaneous, mainly only when the mentee needs support or advice, unlike counselling where sessions are predetermined and more regular. Additionally, mentoring does not attempt to resolve deep underlying issues, instead it is the acquisition of wisdom to help the mentee progress. Another major difference between the two is that a dual relationship between a mentor and mentee is more accepted and beneficial than between a therapist and client (Bluckert, 2005). As the relationship is slightly different, a mentor is able to provide direction or advice, unlike a counsellor, who enables not advises. Overall, the two may share similar skills, but have very different
With the development of the more organic and less formal organisational structures the role of mentors has shifted with these changes. Unlike previously where mentors where seen as formal trainers who taught newcomers the processes and got them acquainted with the cultures and the systems within the organisation. Which required good interpersonal skills and a good knowledge of the activity or tasks the mentee would have to undertake, and be able to effectively relay or demonstrate the tasks or activities to the mentee. As opposed to more recently where a mentor would have to be more of an emotional counselor and demonstrate more skills than were traditionally required from mentors in the past, such as being emotionally sensitive and sometimes employing diversity mentoring
A mentor is a man or woman who takes the time to spend a certain amount of hours with a young child or teen in order to find out what might be troubling them or distract them from anything that may induce delinquency or some sort of anti-social behavior. As stated by the Advertising Educational Foundation, “Mentoring is much more about coaching and counseling. It's much more about the qualitative and subjective parts of our job – dealing with frustration, giving construction criticism, handling disappointment, behaving with humility and compassion, etc.” (AEF 2008)
Linda Schoon, Case Manager at Asprie, said, “The best mentor relationships are reciprocal.” A mentor and mentee may serve in creating a double-impact, where they both take part in helping one another achieve their full potentials or learning something new: either about themselves or from the other. Both mentor and mentee receive the beneficiary momentum of key essentials that impact a community, educationally and spiritually.
Coaching and mentoring are not about learning to do something the right way, but are about helping to lead an individual to find their own way of doing it practically and efficiently. Coaching and mentoring sessions are guided with theoretical models, which help focus both the coach and the coachee in attaining desired outcomes for problem situations. However, even with the aid of theoretical models not everyone can coach another person. The first and far most important attribute of a coach is the ability to build relationships with the coachee in that the coachee feels safe and trusting towards the coach, without the capability to interact with the client there may be a lack of progress or motivation. Another important skill of a coach is not to judge.
Mentoring is a strong educational tool and is very useful especially within the New York City Department of Education. It is a great way for experience teachers to pass down information. The one and one interaction is more lasting than reading it from a book. This method will allow a smooth transition for new teachers. There are a lot of procedures that are confusing to beginners and mentors can uncoil those kinks. Beginning teacher will also get the opportunity to experience different teaching styles and also decide what will work for them and what will not. Mentoring is a valuable asset in guiding person’s development.
A mentor is a personal, portable, no-cost resource to help you set and meet your unique goals. Mentoring is an explicit one-to-one learning relationship between a person who wants to improve job or career skills and a person who can help him or her do that. Mentors are much more than "go-to" people. Mentors are champions of learning. Mentors take a position of high interest and investment in another's development. They want to mentor. They share knowledge, encouragement, guidance and feedback about job content and organizational culture. They advocate for their mentees' successes. Mentoring provides encouragement and structure to support the mentee. In the ideal, mentoring and being mentored is business as usual.
Having an effective working relationship with a student is an important goal and will underpin all other aspects of mentoring (Walsh, 2014). It is advisable to build this relationship quickly and effectively within the first week of the student’s placement, this is known to be the mentor’s responsibility and allows the mentor to demonstrate to be organised, productive and welcoming (Walsh,
When creating a successful mentor and mentee, Dr. Chopra and Dr. Saint instructed us from the mentor point of view. The first step is to choose mentees carefully and to encourages
The first stage of an effective mentoring relationship is preparation, where the mentor and mentee ensure they have the ability, time, and compatibility to successfully undertake their roles (Zachary & Fischler, 2012). However, this phase is sometimes skipped yet it has been shown that mentoring programs which involve a formal training day produce more positive goal outcomes (Bellon, Gardner, & Riley, 2008). Mr Keating and Neil’s preparing phase can be considered unique as due to being a teacher, Mr Keating may have some formal leadership training (Weir, 1989). Although as the mentorship was formed innately, no formal training for their specific relationship was undertaken (Weir, 1989). Mr Keating’s clear intention was to inspire his students and
Essentially, this questionnaire was converted into a handwritten open-ended questionnaire to serve the purposes of this study. Additionally, an inventory list also intended for paper and pencil administration was converted into an open-ended instrument for the purposes of this study (Refer to Exhibit B - Pages 2 and 3). This instrument contains one hundred words in alphabetical order which may or may not describe a mentor. The researcher saved this instrument for the very end of the interview and meticulously requested the interviewees to respond verbally with a “no” or “yes” answer to each descriptive. If given a response of “yes” to a particular descriptor, the researcher required further explanation and asked the interviewee to elaborate by providing an example of how a mentor exhibited that particular characteristic. For example, if an interviewee responded with a “yes” to the “commitment” descriptor, then an interviewee response explained mentor commitment by indicating that “the mentor always arrived early for a