Stages of the Mentor-Mentee Relationship Barker (2013) point out that mentor-mentee relationship goes through several stages a long period of time. Stage 1: Selecting a mentor and Determining Expectations. In healthcare organization mentor-mentee relationships are formed in two ways, formally and informally. Some organizations provide their new employees a structured mentorship programs to assist them in developing their role. Formal mentoring is structured and driven by organizational needs. Novice nurse practitioners may be paired with experienced nurse practitioners who have agreed to serve in the mentor role. Informal mentoring is voluntary and very flexible. Mutual acceptance of role is needed. An experienced nurse practitioners who offer assistance, provide encouragement, and stimulate growth to …show more content…
The mentee may hesitate to verbalize weaknesses for the fear it will turn up on an official evaluation. A third consideration is whether to ask someone within or outside the organization to serve as mentor. An internal mentor can observe behaviors and outcomes, can help make connections and can give feedback regarding the mentee’s performance within the organization while an external mentor can give new insights, different techniques that could help the performance of the mentee within the organization and can make connections outside the organization. A final consideration is to choose more experienced peer as a mentor. Having peer as a mentor is an advantage because they are experiencing same issues and needs of the role in a similar way; Stage 2: Development of Role Competencies. The mentor serves as teacher, advisor, facilitator, and coach. The mentee works on developmental goals by engaging in specific learning activities, with the guidance and support of the mentor. To develop the knowledge, skills and attitude of a mentee to be effective, the mentor connects the mentee to appropriate people both inside and outside the
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.
Flaxman, E. Evaluating Mentoring Programs. New York: Institute for Urban and Minority Education, Teachers College, Columbia University, 1992.
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).
The third step is the progress-making stage. The mentor and mentee will start to get comfortable with each other, making sure to set the objective of each meeting (22). The fourth step, winding down, is where the mentor and mentee reflect on the progress made over their time meeting with each other, and celebrating the achievements made along the way (23). The final step is where the mentor and mentee part ways, usually ending in the two transitioning into a more casual relationship (24). These 5 steps are a great way to run these mentor programs, creating lasting relationships between the two people, changing lives for the
Reading these three standards it looks simple what to expect from mentor and student during the process of teaching / learning. But in my experience, after twelve years of being a nurse, although sometimes it’s stressful, most of the time mentoring is a very rewarding aspect of nursing.
Students of the Youth Mentorship Program are encouraged to focus on their strengths, set high expectations and to take advantage of the alternatives available to them in order to succeed. As a part of YMP, The mentor/mentee relationship is specifically designed to help at‐ risk adolescents ages 11‐14 remain focused and have self‐determination as they continue on in their teenage
The three main competencies of the Mentor Role are "understanding yourself and others, interpersonal communication and developing others" (Hesketh et al. , pp. 4). Because high school students are less experienced, the author used this role continually in an effort to develop his students and guide them through their learning experiences. Per Hesketh et al, the author must determine his own strengths and weaknesses so he can maximize them. "Your weaknesses can be overcome through self-development" (Hesketh et al.
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
Organization will keep the mentee on track when remembering what needs to get accomplished and when it needs to be done, keeping his home life calm. Mentors also need to work with the mentee to conduct volunteerism through the community they live in, so the mentee understands if he helps one person, even with the consideration on how small that one thing may have been, someone else may want to help him, when he may be in search of some form of guidance. Teach the mentees about verbal communication, to speak up for what they believe in as long as it seems right for the time, also to know when to back down and count while thinking, before making a reaction. Before this is all done, the mentor will want to tell the family member about what month the mentor believes the mentoring relationship will come to an end and how a small celebratory party will be in place.
Tetheridge, J. (2010) 'Interviewing student and qualified nurses to find out what makes an effective mentor', Nursing Times, 106 (48), pp 19 – 21
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.
Hawkins, J. & Fontenot, H. (2010). Mentorship: The heart and soul of health care leadership.
The best example of a mentor and mentee relationship is Friar Laurence and Romeo. Friar Laurence is one of the major parts of Romeo’s life giving him advice and comforting him in his time of need like in II.iii.81 “ For doting, not for loving, pupil mine.” and II.iii.94 “Wisely and slowly. They stumble that run fast.”.
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,
Qualities needed for a good relationship are well known and include a two way street relationship’, good communication, mentor accessibility, active listening and support (Walsh, 2014; Beskine, 2009) as well as mutual respect (Eller et al, 2014), and mutual trust, often called ‘emotional bank account’, (Covey, 1992). Currently, the NMC (2008) model of mentoring is a ‘one to one’ relationship that Warren (2010) thinks gives a personalised approach to learning. However, Willis (2015) recommends that the NMC review its current model of mentoring and consider a more ‘Collaborative Learning Model’ based approach; a suggestion supported by Barwell et al (2013) who showed that collaborative working improved teamwork and patient