...The aim of this essay is to evaluate my mentoring experiences. It will also discuss skills that I have developed and how that has impacted on my professional development. I intend to provide an action plan for my development of knowledge and skills as a mentor. I have worked within a large primary school for ten years and probably for about the last five years have been mentoring more inexperienced teachers in an informal capacity. Murray (2001) in www.ttrb.ac.uk website defines this kind of mentoring as: “The deliberate pairing of a more skilled or experienced person with someone with less skill or experience with a mutually agreed goal of having the less skilled person grow and develop specific competences.” (pg Xiii) I have enjoyed this kind of informal mentoring and have gained much from working with different colleagues, as each NQT brings something different as part of their personality and experiences. More recently and more formally I have mentored a final placement PGCE student and this academic school year, who I am basing this portfolio on, an NQT student and a first year PGCE student. Both of which have been totally different mentoring and coaching experiences especially with mentees being at different stages of their career. A number of writers/researchers hold the debate over the definition of coaching and mentoring. With the NQT student I feel I have taken on more of a coaching role for example Whitmore...
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...Definitions The definitions below are to explain the research clearly: Mentor. These are individuals whom possess both experience and knowledge in the work place, and because of this, they are able to offer guidance to those who are starting in their company (The Pennsylvania State University, 2005) Protégée. The individual whom the mentor provide with guidance and support (Journal of Business and Psychology, 2001) Social Exchange Theory. Social theory that states that people continue or terminate relationships based on the weight of the benefits and costs of doing so (pyschologyabout.com) Leadership. A relationship between leaders and followers, both individually and in group, in mutual pursuit of organizational outcomes and in the fulfillment of individual needs and wants (Mavrinac, 2005) Value. The regard that something is held to deserve; the importance, worth, or usefulness of something (google.com). Methods and Procedures The primary research was conducted by administrating an electronic survey to ten working people. The survey ranged from questions on their thought of mentorship in the work place to whether they had actually implemented it and if was proven successful. Secondary research was gathered electronically. Findings Since its early history, mentorship in the workplace has proven to be successful in almost all instances when implemented correctly. Through mentorship, protégées are able to learn the both the values of the company and...
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...success in rolling out a mentoring program, while others achieve only a modicum of success? We believe that the companies that are most successful view corporate mentoring as an organic process, meaning that they understand that mentoring programs evolve and grow. Our experience demonstrates that the difference between mentoring success and failure lies in the ability to build capacity and integrate learning continuously. In order to create a successful mentoring program, you should answer 20 questions. We've included dos and don'ts for each, based on research and our experience in developing a mentoring program at Brown-Forman Corporation. 1. What are our business reasons for developing a mentoring program? You should develop a mentoring program if and when you have solid business reasons, such as to speed up the development of future leaders or to share organizational knowledge. Do your homework. Look at employee retention rates, the percentage of senior managers who will reach retirement in the next five to 10 years, current bench strength, and developmental objectives. Don’t develop a mentoring program because it’s popular or because you've read that it works for other companies. 2. What organizational support exists and what needs to be developed? Successful mentoring initiatives require visible support and involvement from the highest levels of the organization. Do develop a mentoring program when senior leadership...
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...Running head: MENTORING Mentoring in Organizations Eula M. Todd Troy University MGt6671-XTIB Dr. Rod Blackwell September 26, 2011 Abstract The purpose of this paper is to provide readers with a greater understanding of the mentoring process and the different types of mentoring available to organizations. This project also seeks to enlighten readers on the advantages of mentoring relationships for organizations, mentors, and mentees alike. Mentoring in Organizations Mentoring and coaching are words that may be used interchangeably in regards to employee development. Mentoring is a process that typically involves a one-on-one relationship between two members of an organization’s workforce. Mentoring programs are believed to be extremely beneficial for organizations. In fact, “much of the excitement over mentoring in business and industry originated from a 1979 article in the Harvard Business Review, which claimed that professionals who had mentors reported higher levels of satisfaction, earned more money at a younger age and were better educated (Gibson, 2004, p. 263).” Research conducted from about 1989 to 2004 indicated that improved job approval and greater salary levels, better rates of advancement, improved levels of organizational obligation and socialization, and reduced feelings of alienation in the workplace are indeed benefits associated with mentoring programs. (Gibson, 2004) Just as the benefits of mentoring programs are numerous, so also are...
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...mostly unsupervised and the innovative ideas I have applied to GCSS-J and other programs has established a trustworthiness of my character to TEP for my own task or a current one already contracted by the company. 2. I want to continue in enhancing data accessing or mining applications for the GCSS-J program, as well as mentor others in applying the same application to their programs. Leadership: 1. Since the trust of the company’s leadership has seen fit to place me in areas of greater responsibility, I want to continue with working with peers and mentoring less experienced associates, so the company may optimize my experience. Teamwork is an essential element in TASC’s service to our government. 2. With my seasoned experience in testing protocols and the research requirements prior to fielding, my valuable knowledge would be appropriately used in leading a program or assigned more involvement in mentoring others in preparation for testing, requirements during the testing, and standards for compiling testing data. Development: 1. I would like to continue my development at TASC by submitting a bid for a government project. In so doing, I would research, coordinate, and conduct all phases required to meet the contracted project. Concurrently, if the task requires additional personnel, I want to develop an environment of responsibility while leading the task with the core competencies of leadership, mentorship, and accountability. 2. I want to continue...
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...Job Satisfaction I tend to agree with a lot of the statements in this article. I especially like the part where the one nurse wrote, “Please take the busyness of patients into account when scheduling.” This finding corresponds with Oermann and Moffitt-Wolf’s (1997) observation that new graduates experienced stress during orientation due to lack of experience, lack of organizational skills, and new situations. (Halfer & Graf, 2006) The inability to handle the intense working environment, advanced technology, and high patient acuity results in new graduate nurse turnover rates of 35% to 60%. All of this occurs within the first year of employment. Turnover has an inverse relationship to job satisfaction. As job satisfaction increases turnover decreases. Many factors influence the satisfaction of new graduates. (Halfer & Graf, 2006) New graduate nurses are leaving their current positions at an alarmingly higher rate than experienced nurses (Patterson, 2009) I do believe things can be done to change these issues. I feel it is important, though it is not always practical to involve the new staff in the scheduling process and, as the article states, include as a “Team scheduling” process, rather than a “self scheduling”. This may make more people feel involved, and although it may not solve all of the issues, such as weekends or holidays, it may be a small change that will improve job satisfaction. I wish they had something like this on the unit I work on. We...
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...Yet many of us turn away from Him and his love for a multitude of reasons. Inspired by my own life experiences, my future career plans are to become a peer mentor, or crisis counselor helping other fellow veterans with their life challenges. That is if I ever go back to work, as my accident in September has left me unable to work, in which case I would then use my knowledge and life experiences to do the same but in a volunteer capacity. I feel that this is what I am destined to do, and on the day of my wreck, God gave me that message. By using a foundation based on my Christian worldviews, and personal experiences I feel that I can greatly help to inspire, motivate, and encourage my patients to not give up, to know that they are not alone in their struggles, and that everyone has a life plan, they just need guidance finding it. One example I could use without evangelizing to my patients is the power of renewal. A lot of veterans with PTSD usually do not have a strong Christian faith as I once didn’t, and sometimes totally discount God and religion, (as I had done). Renewal is the process of restoring spiritual strength coming from new birth. The experience of coming home from a combat zone after over a year and having to readjust to civilian life can be perceived as form of new birth. By working with the patient on these issues I can then introduce my own personal experiences, while incorporating my Christian worldview of renewal in my guidance. There are two Scriptures that...
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...leadership, the reason I need mentoring and its importance, describing what my mentor does professionally, and his or her possessed traits and why is this important to me. I may say that a professional leadership is a combination of both theoretical and practical work-experience an individual achieves through education and hand-on practice in organizational daily activities to plan, execute, and implement. First and foremost, I will distinguish the two mutualistic terms: these are mentor and mentee. To say it one way or another, a mentor gives advice while a mentee receives advice. According to Ledlow and Coppola (2011), mentor is “a person of greater knowledge or wisdom who shares experience to help to develop the abilities of junior person;” mentee is “a person who seeks guidance or wisdom from a mentor” (Ledlow & Coppola, 2011). Currently I am a student who works at the entry-level job with hope to achieve a better learning that may pave a way for me to enter a professional market in healthcare. In this context, I consider myself as an earlier careerist after completing the program. Perhaps someday, I will get hired by a certain organization at junior position; despite the learning experience that I have acquired, I will surely expect to seek a mentor among seniors who have been in the organization for a longer time to direct me in the given job not only at a probationary period, but through the other time of the career process. “Mentoring is an individual process...
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...Mentoring and Coaching. Many FE institutions and Initial Teacher Training programmes now include mentoring and coaching support as part of their provision. The purpose of this review is to firstly establish a clear definition of the term mentor and coach, and ask why it might be important to establish a shared understanding of the terms. Secondly, to ascertain why mentoring and coaching has become so popular within further education. Thirdly, to identify how to best implement mentoring and coaching schemes into further educational settings, and finally to develop criteria to critically analyse the mentoring policy and procedures of one further education college and my own practice. Definition. Establishing a clear definition of the term mentor and coach from the literature reviewed is not a simple task; opinions differ depending on the context in which mentoring takes place and the individual perceptions of those involved. Adding to this confusion is the way the literature often uses the terminology of mentoring and coaching interchangeable with little or no agreement on their meaning. (Brockbank and Mcgill, 2006 p8) This may explain why there are so many different approaches to mentoring practice and why the concept of mentoring has altered over time. (Woodd, 1997, p4) One way the literature attempts to distinguish between the terminology of mentoring and coaching is by placing mentoring and coaching at opposite ends of a person/task focused continuum. With coaching...
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...Characteristics of a Good Mentor/Coach A good mentor or coach is someone who: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. FLICC Human Resource tWorking Group Leads by example. Has seasoned experience in your field and willling to share skills, knowledge and expertise. Has integrity. Shares similar values. Gives advice based on experience. Listens. Has good contacts (a network). Helps you learn what they didn’t teach in school – or the practical aspects of your career. Helps you navigate the politics and bureaucracy. Desires to help others succeed. Has positive experience. Has a good reputation for developing others. Has time and energy to devote to mentoring. Has up-to-date knowledge. Has a learning attitude. Has demonstrated effective managerial/mentoring skills. Creates opportunities and opens doors. Knows your strengths and abilities. Wants you to succeed. Wants you to be independent. Is a continuous learner. Communicates hope and optimism. Provides guidance and constructive feedback. Is respected by colleagues and employees in the organization and the professional community. Sets and meets ongoing professional goals. Values the opinions and initiative of others. Motivates others by setting a good example. Broad themes 1. 2. 3. 4. 5. 6. Mentors listen. Mentors guide. Mentors are practical. Mentors educate. Mentors provide insight. Mentors are accessible. 7. 8. 9. 10. 11. 12. Mentors criticize constructively...
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...thinking we have to do everything and anything on our own. It is society telling us that if we asked for advice or help we are weak. However, this is completely not the case. In order to get anywhere in life you have to have an amazing support system. What is a better support system then having a mentor and being a mentor to those around you? In this article we will discuss the 33 percent rule? Never heard of it? Well you're about too. 33 Percent of Your Time Needs to be Spent Mentoring Yes you of course should have a mentor in your life, but what will give you even more satisfaction is mentoring someone yourself. Therefore you should spend 33 percent of your time with someone who needs guidance themselves. This keeps the cycle going. These are typically younger people who have the same dreams or goals that you once had, and have achieved. The young person you are mentoring should look up to you, value the same things you do, and can learn from the lessons you have to share with them about your experiences. These three things can make your mentorship great. 33 Percent of Your Time Needs to be Spent with the People on Your Same Level...
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...mentor program it gives one way of formalizing the relationship between individuals in a professional way. Mentor programs offer a structured setting in which to develop beneficial one-on-one relationships between employees and the professionals. Acting as a friend, a mentor, and a guide to the real world, mentors have the opportunity to encourage and advise students by sharing their own experiences and knowledge of the company (http://www.ehow.com). Susan, we can start recruitment beginning with a plan. We can make plans on presentations at local businesses, PSAs on the radio, and a booth at community events, but recruitment is just as likely to happen in a casual conversation at the grocery store. Successful recruitment is an outcome of overall program quality. Simply put, if yours is a well-run, professional program, recruitment will be a whole lot easier because those qualities will shine through in everything you do. Potential volunteers will feel positive about participating in what you are doing, believing that their experience with you will be a good one. Horace, you are right a mentoring program will be a fantastic way to continue to hone their customer service skills as well as to begin to develop them for other positions in the organization. A mentor program also helps people to be a lot more productive, better socialized, and less stressed while at the work place....
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...Mentoring is the social foundation of research. The mentor has the opportunity to draw the best from the junior person by acting as an adviser, teacher, role model, motivator, and supportive advocate. Mentoring is an ideal way to pass ethical and professional values to others in the field. Institutions that pursue long-term development and growth must foster an encouraging, jointly supportive environment. A key element in that cultivation process is creating a mutually respectful relationship between mentor and trainee. Learning Objectives After reading this module, you should be able to: * Clarify the roles and responsibilities of mentors and those that they mentor. * Provide guidance to assist all who participate in research to avoid problems and to optimize the mentoring experience. * Describe barriers to mentoring, particularly for women and minority researchers, and potential solutions to these barriers. * Describe the importance of mentoring and the way in which mentoring occurs. ------------------------------------------------- Foundation Mentoring is one of the primary means for one generation of researchers to impart their knowledge to the next generations. More than textbooks and formal classes, the relatively informal dimensions of research, including the relationship between mentor and trainee, prepare the next generation of professionals. In her 1977 speech at the Nobel Banquet, prizewinner Rosalyn Yalow addressed the students of Stockholm, identifying...
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...THE EVOLUTION OF MENTORING By: Patrick Delaney Mentor was first documented in Greek mythology. Mentor was with whom Odysseus trusted to run his household and see to his son’s education when Odysseus went off to fight the Trojans. Many things have changed in the three thousand years since. Mentoring has evolved from the traditional one-on-one relationship to eMentoring. This paper will look at the different types of mentoring relating to leadership and how it has changed over the years. Mentoring is a process for the informal transmission of knowledge, social capital, and the psychosocial support perceived by the recipient as relevant to work, career, or professional development. Mentoring entails informal communication, usually face-to-face and during a sustained period of time, between a person who is perceived to have greater relevant knowledge, wisdom, or experience (the mentor) and a person who is perceived to have less. There are two broad types of mentoring relationships: formal and informal. Informal relationships develop on their own between partners. Formal mentoring, on the other hand, refers to a structured process supported by the organization and addressed to target populations. Traditionally, mentoring was a formal one-on-one face-to-face relationship between an older more experienced person and a young person with no experience. At one time, the term 'apprentice' was commonplace in various trades, most commonly in blue collar industries; however, apprenticeships...
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...Mentoring Introduction According to Schemm, R.L. and Bross, T. (1995), the act of mentoring is defined as a process where a younger individual is paired with an older, person for the purpose of attaining guidance and support. Mentoring is becoming increasingly prevalent in today’s work force, and becoming more of a necessity rather than a consideration. It is likely that most, if not all, individuals will form one of these mentor-mentee relationships during some point in his or her professional career. There are several advantages, as well as possible disadvantages, to forming one of these relationships. When thinking of mentoring, a one on one relationship usually comes to mind; however, multiple-mentor relationships make another valid option available. In any mentoring relationship, there does come a great deal of responsibility. You are responsible for molding that person. Mentoring is a growing trend among working professionals; it has many benefits, and will help individuals gain success, and provide a fulfilling role for the mentor. Disadvantages/Problems Unfortunately, not all mentor-mentee relationships assist in the professional development of an individual. Occasionally, but not always, there can be problems in a mentoring relationship. There is always a chance that personalities and communication styles may not mesh, or poor advice be given by the mentor (Nolinske, 1995, p. 40). Creating an environment in which the mentee is evaluated based solely on...
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