Firstly, An mentor effective and successful needs to be committed to prioritising their mentee, dedicating their time and energy, to help the mentee achieve contentment in their individual pursuit. Treating the mentee with importance by allocating specific times for sessions, having sufficient availability by making time on any occasion when asked, responding to e-mails at the earliest opportunity, whilst taking the initiative to reach out to your mentee. Making the first call for updates, giving guidance, suggestions of new paths and sharing ideas, allow the mentoring relationship to develop, as frequent interactions allows for familiarity.
There are many benefits of mentoring, not only for the mentee but also the mentor.
The opportunity to reflect on their own practice: the interchange of experience allows the mentor to look back at how they approached and handled their past situations, gaining insight. Secondly, mentoring provides personal satisfaction through supporting the development of others: doing good for others provides a natural sense of accomplishment. The role as a mentor can also give you a sense of pride and identity.making you feel better about yourself, therefore more likely you are to have a positive view of your life and future goals.
There are many barriers that could effect mentoring for example, emotional barriers. The mentee may find it difficult to express their emotions to which, some topics may be completely 'off-limits'. To overcome this the mentor must skillfully and gradually break down this barrier by recognising the 'limits' and finding a way to push them just enough to capture slight but valuable information, to which the mentee is somewhat comfortable. Secondly, systematic barriers whereb...
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Questioning whether your goal is realistic enough to be achievable. Does you goal disrupt personal circumstances, to which they will be back seated.
Timely/Trackable: Will the time you are dedicated to put in on a regular basis be enough to reach your goal?
When will be the deadline, to which you much reach this goal? Setting a completion date will emphasise the seriousness of the goal
Keeping records of what happen in a mentoring meeting should be accessible to the mentee whenever they want. These records should also be kept in a secure environment, so that it is unattainable to others and cannot access the information unless previously agreed upon with mentee. The mentor should give reason to the mentee why she/he needs to write down notes of the meeting, further explaining the purpose of it being both beneficial to both the mentor and mentee.
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.
Mentoring program becomes instrumental and breakdown barriers as employees are interacting and carrying out the organization’s vision. This allows employees to interact with employees of different cultures and backgrounds with the goal that one will learn more about the individual.
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).
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
The primary focus on mentor leadership is “to shape the lives of others, modeling and teaching attitudes and behaviors (Dungy, 2010).” Dungy offers up seven principles for the success of a mentor leader. These seven principles are really the practical application steps to Dungy’s leadership
Once the mentor has the parent and mentee fill this paper out, you will want to give a copy for the mentee of the same paper with the mentors interests. 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 ending and how a small celebratory party will be in
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
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
For instance, if I want to create a certain amount of success with a blog in a year, I will give that success a definite number and deadline. Then I will create medium-term goals, which are usually just half-way points to the long-term goals. Then I will create challenges to help me meet my medium-term goals. For Productive Schedule this month, my challenge was to publish a daily post. I started March 1st, and my deadline to create 31 posts is March 31st.
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.
My goal: I am going to achieve standing firm when I need to. I need to have this as a goal, because I will be less successful and less respected if I falter in this area.
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.