Drawing on the existing definitions, mentorship can be defined as a relationship between the experienced mentor and a less experienced student teacher, whose main goal hinges on developing professional skills via sharing knowledge (either practical or theoretical) with each other and reflecting on the obtained experience. Mentoring relationships evolve as hierarchical at the beginning, accompanied with the mentor’s careful guidance and support toward the mentee, who gradually turns into a full-fledged autonomous teacher, thereby altering the hierarchical model into a non-hierarchical
This is because, as Lewis says, mentoring is a journey and at the beginning nobody knows how it will be like. The second thing a mentor is supposed to do is to assess the conditions. This is done through mentees introduction of himself or herself and the background. Lewis says it is important to note down some of the things for future reference. The next thing to do is mapping the location.
In clinical setting, social science or application of social conduct has great importance. Positive relationship among all the stakeholders in the clinical setting or ward of the hospital provided good learning environment for mentee. Mentor gave freedom to the mentee to explore all the learning opportunities, motivated to the mentee by giving positive feedback for good performance, showed trust on the mentee and gave sense of responsibility. All these increased the interest of mentee for learning and as a result, mentee proved productive. Friendly association of the mentee with other staff members lowered the stress and anxiety of mentee, also sharing each other experience of the case handling and nursing services increased knowledge and skills of the mentee (Stuart,
Commitment to maintaining relationships will depend on the expected and perceived outcomes. Likewise, lethargy and breaking up may be the result of disappointed or unmet expectations (Young & Perrewé, 2000). With regard to the mentoring practice, both mentees and mentors build social interactions through the receiving and giving behaviors based on expected and perceived benefits by each side. Drawing on the above statements, mentees participating in the SBM program presumably seek something or expect some outcomes from the mentoring relationship. For each of the support behaviors enacted by the mentor, a mentee acts or responds in a certain way.
Mentorship aids in the development of required skills and abilities of the recruited candidates and helps the candidate to find their feet in the organization. The candidates can leverage the experiences of the leaders that can prove to be critical in guiding them when expectations are very high and the going gets tough. Also a mentor can ensure that the candidate’s movement across roles and teams during the program is smooth. Hence, mentorship is important in ensuring the success of the program We identified 2 key parameters that must be addressed to ensure that mentorship attains its desired
The reason behind is that students attending college or universities go through the life stages of making important and permanent decisions that may affect their future, handling substantial changes alone are unhealthy. Therefore, the testing of mentoring with college students is logical, in sense of the population needing such. However, as the mentoring benefits begin to aid with guidance and assistance for the students, during the study the desire for more or longer duration may occur. The following are requirements to participate in this study: a) junior or senior of college, b) willingness to seek or readiness of own temporary mentor, c) first time experience with a mentor. Typically, junior or senior year of college the stress levels peak because individuals are reaching close to the actual adulthood and beginning of a career where supportive measures can be useful.
The mentor will help the newly graduated nurses in performing their tasks and assignments. Having great experiences, especially in the specialized area helps the mentor to guide and deliver knowledge and skills to the newly graduated nurses, so that they are able to develop their essential skills in clinical settings. The mentor holds huge responsibility towards preparing future nurses who are competent enough to serve in the community (Pellat, 2006). Just like the senior staff nurses who act as a mentor in mentorship, newly graduated nurses who act as a mentee also play important roles and require full commitment in order to strengthen their competencies. The success of the mentorship program is closely tied to the relationship of the mentor and mentee.
Most of the employees gain different information through this program like personal development, increased confidence and new skills. It is very important to keep a good relationship with your mentor which can give you a chance to learn better and sharing experiences with your mentor. All of the employees agree that the mentoring program meet there needs and expectations. Which mean that the mentoring is a useful program to each sector to achieve excellent service, increase staff satisfaction. The employees give some suggestions to improve the mentoring program like improving the patience of mentor ,develop mutual trust and respect, the mentor should providing support for mentees and guide them without any criticism and solving problems
“[…] still, there’s the highest aim of teaching profession which determines the principle goal of all the teaching and mentoring process – it is how to become a better teacher. The most important goal both for a mentor and a mentee is to be somewhat useful,” - Mentee 6. From the excerpts above it is vividly seen that the main motive which drives the mentorship process according to the participants’ view is the knowledge exchange, or, the opportunity to be somehow useful and helpful, thereby believing in “two-way street” approach. Theme 2: Mentorship as a one-way street (codes: no goals/“mentor should”/unawareness) However, whereas some teachers regard mentorship as a process of mutual benefit, some teachers hold another opinion, regarding it as a one-way process. Interestingly, but mainly mentees feel that they did not have to carry any duties and goals in front of their mentors, whereas it is the mentors, who “should” or “must” undertake some
A mentor or coach is an ‘accountability partner’ who coaches another person in terms of helping the other person keep a commitment. They will bring a new approach to either a specific skill or an entire career. Mentoring or coaching is not about teaching, instructing or telling someone what to do but about asking the employee the right questions to promote greater self-awareness and more informed decision making. The role of mentors and coaches is not to solve problems, but to question how the best solutions might be found. The mentoring or coaching process evolves over time.