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Why it is important to have a mentor
Why it is important to have a mentor
Why it is important to have a mentor
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Literature Review: “6 Things Every Mentor Should Do” Finding a way towards upper management is challenging, especially for minorities and women. With the help of a mentor, reaching higher levels within an organization can be accomplished. After reading Harvard Business Review’s , “6 Things Every Mentor Should Do” by Vineet Chopra, MD and Sanjay Saint, MD, they provided real world guidelines towards creating a successful mentor and mentee relationship. Through Dr. Chopra and Dr. Saint’s guidelines, we can understand how to establish mentor relationships, the importance of such a relationship, and the benefits for the everyone involved. The article provided six specific steps which should be applied for a positive outcome for the entire organization. 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 …show more content…
Applying Dr. Chopra and Dr. Saint’s tips will only enhance a mentor’s skills. Since minorities and women seem to have a harder time to break through the glass ceiling, having a mentor can provide a step in the right direction. According to the textbook, the author boasts that a researcher studied the careers of high-potential minorities and found that those who advanced the most all had one thing in common and that was that they had a mentor or a network of mentors who helped them throughout their professional career (Daft, p. 457). Having a mentor is important to the overall success of an individual. When given the opportunity to establish such a relationship, it would be beneficial to any employee to participate. The mentee will receive much needed training from a seasoned employee while gaining a “friend or counselor, enabling the employee to feel more confident and capable” (Daft, p.
Today, competent administrators show sensitivity to individual needs by encouraging upward mobility among all staff members. These forward-thinking leaders understand how important it is to treat all people fairly and equally and consider the dynamic forces that exist among employees. Sincerity in these matters is important, because a manager’s actions far outweigh their statements. Therefore, workplace leaders must learn to pinpoint and cultivate each employee’s special skills and promote upward or lateral mobility by providing training for the entire talent pool. To this end, managers must continually seek opportunities to learn more about diversity.
One of the possible research topics I plan to undertake involves analyzing the impact that mentoring can have on the graduation success rate of African American males, particularly when the mentor is a Black male and the relationship takes place in the south. In my opinion, these relationships can have a profound impact on a student’s ability to persist towards graduating from college. Though my research, I want to hear the stories of Black males who have benefited from successful mentoring relationships with other Black men. I believe that establishing a strong mentoring relationship with Black males at a young age can greatly improve their chance of academic success. Furthermore, I believe that mentoring is a strong early intervention mechanism to prevent Black males from dropping out of high school and deterring them from pursuing degrees in higher education. At the same time, I would like my research interest to focus on African American males in the south, but I would like my scope to focus on mentoring relationships between black men; both structured and unstructured.
The purpose of this study is to focus on the phenomena and cause of African American women in management or organizational leadership. According to Webster (2014), the glass ceiling is, “an unfair system or set of attitudes that prevents some people (such as women or people of a certain race) from getting the most powerful jobs” (p. 1). The double glass ceiling that systemically makes it more challenging for African American women working in nonprofit organizations within the City of Philadelphia to break into important leadership positions.
Harshman, Ellen M., Rudin, Joel P., Winter 2000. Corporate Mentoring Programs: Legal Landmines? Journal of Employment Discrimination Law, 15281337, Vol. 2, Issue 1. Retrieved from EBSCOHOST database October 15, 2005.
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).
A good mentor cans a new job applicant up to speed quicker and helps with answers to questions that may arise. Another sign of a good mentorship program that both parties involved can learn from each other. An organization having a mentorship program can assist with employee retention because it will foster employees feeling valued by the company and this in return develops employee loyalty to the organization (Mathis & Jackson, 2017). This can be a win-win situation for the company because employees who feel they are valued tend to take pride in their work and increase
A mentor is someone who shares one’s wisdom, knowledge or experience with one’s junior person so that the person could learn and grow. Mentors have many different style of training or passing on their knowledge to other people. The movie “Something the Lord Made” directed by Joseph Sargent shows a kind of mentoring style in between the two main characters Dr. Blalock and Vivan Thomas who invent a way to treat “blue babies” back in the 40s. Vivan Thomas is a brilliant black men who wishes to go to college, and to become a doctor; however, due to the Depression, he loses all his saving. Instead of going to college, Thomas finds an opportunity to work in the hospital. Dr. Blalock, Thomas’s employer, discovers Thomas’s incredible knowledge in medical, and promotes Thomas as his assistant instead of a janitor. Dr. Blalock is a mentor to Thomas. Dr. Blalock trained Thomas with only a high school certification becomes a medical scientific lab technician. Although Dr. Blalock’s mentoring style of Vivan Thomas is similar from my high school speech team coach Mrs. Kuznicki mentoring style of me, they both speak out their criticism of other without consider other’s feeling, and also acknowledge mentees for what they have done, but Mrs. Kuznicki treats me with more patient, less selfishness and encouragement than Dr. Blalock treats Thomas.
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
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.
I believe the mentoring experience to be a valuable one for both the mentor and the mentee. In the educational system that exists today, students from majority groups and positions of privilege are more often set up for more success and opportunity than minority groups and lower income families. This system subscribes to a myth of meritocracy, which we read about in the article by Lorriz Anne Alvarado, Dispelling The Myth of Meritocracy, Lessons For Higher Education and Student Affairs Educators. This is the idea that the American Dream is achievable to all that work hard enough, where rather the reality of it is that the United States has a history of racial and class based exclusions, where k-12 education is “uneven on lines of race and
Further, this type of working environment challenges the job satisfaction for people who works in this sector (Turner, 2006). Clearly then, it is through mentoring and coaching that a more effective leadership and management abilities are identified, developed, and shaped. Also, mentoring and coaching in the healthcare is vital in ensuring that patients are able to receive the appropriate level of healthcare services and that unconditional positive regard of the client is maintained. Further, it is through these tools that the healthcare system is improved, much more in the delivery of quality care to its
Given the current gender imbalance in the medical field, mentoring programs should consider the inclusion of both men and women as mentors, in order to offer high-quality one-to-one support for protégés. One national mentoring program, managed by the Women’s Leadership Forum, pairs 12 women in business with 12 mentors, and this kind of specific support could be used as a model for the medical field (DeLaat, p. 53, 2007). Another example from the business world comes from a Glass-Ceiling Initiative mentoring program which “brings together 100 outstanding women with 100 business leaders in a year-long, one-to-one relationship,” and this program could be seen as an effective model for a similar mentoring program in the medical field. Because of the uniqueness of the medical field, mentoring programs should consider pairing protégés and mentors as early as the final years of medical school, since so much networking and connection-building happens for medical students before they even pass their final
Many women explain how mentoring relationships have helped them understand themselves, their preferred styles of operating, and ways they might need to change as they move up the leadership pipeline.” (Ibarra). This statement shows that both appreciate the mentoring they receive; however, males receive promotional advancement over women. Women also must struggle with being viewed as ready for their next career move because their mentor view them as not being ready for the position and the responsibilities that come with it. This is because most women have families at home and therefore, have other responsibilities to tend to than men.
Jones states in his Gallup news article entitled Americans Say Equal Pay Top Issue for Working Women, (Jones, 2014) that the data from a September 2014 Gallup poll shows that two of the most important issues facing working women in this country today are equal/fair pay and equal opportunity for advancement and promotion. These concerns placed higher than the issues of better childcare and healthcare and the economy in general. The number of working women in the United States is almost equal to that of men, however the challenges women face in establishing careers and advancing in them is different from men. The EEOC Women 's Work Group issued a report (EEOC Women 's Work Group, 2010) that cites many of the biggest challenges for women seeking equal opportunities in the workplace. These include lack of mentoring and grooming for management positions, being less likely to be invited to networking events, women not being granted training and developmental assignments on as equal footing as men, and women not being targeted in recruitment efforts for upper level and management positions. In order to combat these discriminatory practices, employers should develop mentoring programs and monitor their effectiveness, actively making sure that women are as equally included as men. Senior level officials should be expected to mentor subordinates and that mentoring should not be gender biased. Businesses should perform a barrier analysis to discover what obstacles
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.