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Reflections on Mentoring
Reflection on mentorship
Reflections on Mentoring
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Recommended: Reflections on Mentoring
Perhaps you’ve heard about mentoring. Maybe you’ve even thought about mentoring someone. If you have a lot of knowledge that you would like to share with the world, then mentoring is a fantastic way to impart your information to another for both of your benefits. While being a mentor is more about sharing your knowledge, a lot of people who go through the process find that it is as much a learning process as it is a teaching one.
For the most part, mentoring is when you teach someone else skills or knowledge that you have acquired. Usually, mentors and mentees engage in this activity in a controlled setting, like at a school or workplace. However, while that does have some intrinsic value, there is a lot to be said for “real-world” mentoring
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While traditional mentoring has its place, real-world mentoring is a step beyond, allowing both mentor and mentee to have a greater chance of success.
Peer-to-Peer Mentoring
We’ve briefly touched on the fact that you don’t have to be old and wise to have enough experience to impart onto others. Even if you are relatively young, if you have the necessary knowledge, you can be a mentor. When discussing the mentor/mentee relationship, there are critical differences that come across when both people are the same age, rather than one being older than the other. Here is a breakdown of both methods.
Older Mentor
More sense of respect and admiration
Seen as an authority figure
Bonds are built on reverence and advice
Peer Mentor
More sense of comfort and
The Mentor is a character created to guide the Hero via protection and wisdom. This character leads to the success of the Hero (AN). In Harry Potter Albus Dumbledore acts as a mentor to the hero Harry Potter by giving advice about the Mirror of Erised, and not to dwell on it’s visions. (HP pg.213), giving Harry
The main two types of mentoring are natural mentoring and planned mentoring. Natural mentoring occurs through friendship, collegiality, teaching, coaching, and counseling that is formed from un-constructed planning (Newman, 1990, p. 41). In contrast, planned mentoring occurs through structured programs in which mentors and participants are selected and matched through formal processes (Newman, 1990, p. 43). There are many different ways to describe mentoring, but they all boil down to one thing: a positive, supportive relationship between a young person and a caring adult.
This definition of mentor is ratified by Parsloe (2009): To support and encourage individuals to manage their own learning in order that they may maximise their potential, develop their skills, improve their performance and become the person they want to be.
Mentoring is the process of developing an individual or group, through guidance and giving advice. There is no age restriction between the mentee and mentor. The focus of the mentoring is not just to develop a particular area but to grow the individual or group as a whole. In essence the mentor keeps the big picture in mind through his/her mentoring. This can be specific to an industry, skills, experience but not limited to these particular factors.
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.
To start we need to find an expert on mentor archetypes. From the article Archetypes in the Hero's Journey written by Melinda Goodin, who is an expert in the archetypal field, states “The mentor serves a number of purposes: a source of wisdom, gift giver, and conscience...Other Mentors can act to motivate the protagonist and help overcome fear” (Goodin, 2004) So from using this expert research we can see that a mentor is a teacher or wise person that helps out the main character in a story. The mentor gives the hero knowledge of sorts so the hero can complete their task. The information I found intrigued me so I kept doing a little bit more research and I came across another article called The Mentor Archetype, written by Nutschell, which states “They also invent items which the hero might need along their journey or they bestow the hero with a particular gift to aid them in their quest” (Nutschell, 2011). This quote from Nutshell further proves that a mentor archetype is a person that helps the hero of the story out by giving the hero some sort of item to complete their task at hand. Mentors by definition seem to be very important to the development of the plot in a story, so this thought led me to another question; how does a mentor actually impact the
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
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
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.
“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.”
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.
Now, let me move on. It's not only about being mentored; it's about mentoring. There's a specific kind of man you have to be pouring into (to invest in his development). I’m talking about a faithful man. First, you have to be faithful before you start talking to another man about being faithful.
Many young people just need to be motivated and given a fair chance at success. Young people need mentors to help them find their way and to help them stay focused. Mentors play an intricate roll in your lives and are sort of liaisons between your parents or guardians and your educators.