The mentor definition relationship

the mentor definition relationship

Assistance in defining career goals, strategies and outcomes. •. Develops a meaningful professional relationship with mentor. •. Increases. Mentorship is a relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person. The mentor may be older or younger than the person being mentored, but he One definition of the many that have been proposed, is. Mentoring is a process for the. Being a mentor means interacting with a mentee and providing support, Before agreeing to enter into a mentoring relationship, a mentor must believe the.

In the broad sense intended here, a mentor is someone who takes a special interest in helping another person de- Page 2 Share Cite Suggested Citation: Adviser, Teacher, Role Model, Friend: The National Academies Press.

Some students, particularly those working in large laboratories and institutions, find it difficult to develop a close relationship with their faculty adviser or laboratory director.

the mentor definition relationship

They might have to find their mentor elsewhere-perhaps a fellow student, another faculty member, a wise friend, or another person with experience who offers continuing guidance and support. In the realm of science and engineering, we might say that a good mentor seeks to help a student optimize an educational experience, to assist the student's socialization into a disciplinary culture, and to help the student find suitable employment.

These obligations can extend well beyond formal schooling and continue into or through the student's career. The Council of Graduate Schools cites Morris Zelditch's useful summary of a mentor's multiple roles: Good mentors are able to share life experiences and wisdom, as well as technical expertise. They are good listeners, good observers, and good problem-solvers.

They make an effort to know, accept, and respect the goals and interests of a student. In the end, they establish an environment in which the student's accomplishment is limited only by the extent of his or her talent.

9 Characteristics of a Good Mentoring Relationship

Page 3 Share Cite Suggested Citation: In general, however, each relationship must be based on a common goal: You as mentor can also benefit enormously.

Different students will require different amounts and kinds of attention, advice, information, and encouragement. Some students will feel comfortable approaching their mentors; others will be shy, intimidated, or reluctant to seek help. A good mentor is approachable and available. Often students will not know what questions to ask, what information they need, or what their options are especially when applying to graduate programs.

A good mentor can lessen such confusion by getting to know students and being familiar with the kinds of suggestions and information that can be useful. In long-term relationships, friendships form naturally; students can gradually become colleagues.

At the same time, strive as a mentor to be aware of the distinction between friendship and favoritism. You might need to remind a student-and yourself-that you need a degree of objectivity in giving fair grades and evaluations. If you are unsure whether a relationship is "too personal," you are probably not alone. Consult with the department chair, your own mentor, or others you trust.

You might have to increase the mentor-student distance. Students, for their part, need to understand the professional pressures and time constraints faced by their mentors and not view them as merely a means-or impediment-to their goal.

For many faculty, mentoring is not their primary responsibility; in fact, time spent with students can be time taken from their own research. Students are obliged to recognize the multiple demands on a mentor's time. At the same time, effective mentoring need not always require large amounts of time. An experienced, perceptive mentor can provide great help in just a few minutes by mak- Page 5 Share Cite Suggested Citation: This section seeks to describe the mentoring relationship by listing several aspects of good mentoring practice.

A good mentor is a good listener. Hear exactly what the student is trying to tell you-without first interpreting or judging. Pay attention to the "subtext" and undertones of the student's words, including tone, attitude, and body language.

When you think you have understood a point, it might be helpful to repeat it to the student and ask whether you have understood correctly. Through careful listening, you convey your empathy for the student and your understanding of a student's challenges. When a student feels this empathy, the way is open for clear communication and more-effective mentoring.

A lot of time, peer relationships provide a lot of support, empathy and advice because the situations are quite similar. Short-term relationships in which a person mentors for a specific purpose. This could be a company bringing an expert in regarding social media, or internet safety. This expert can mentor employees to make them more knowledgeable about a specific topic or skill.

This kind of mentoring has'go to' people who are supervisors. These are people who have answers to many questions, and can advise to take the best plan of action. This can be a conflict of interest relationship because many supervisors do not feel comfortable also being a mentor. Participants from all levels of the organization propose and own a topic.

They then meet in groups to discuss the topic, which motivates them to grow and become more knowledgeable.

9 Characteristics of a Good Mentoring Relationship | HuffPost

Flash mentoring is ideal for job shadowing, reverse mentoring, and more. Creates a low-pressure environment for mentoring that focuses on single meetings rather than a traditional, long-term mentoring relationship.

Meta-analysis of individual research studies found mentoring has significant behavioral, attitudinal, health-related, relational, motivational, and career benefits. Originally, the concept of mentoring functions was developed based on qualitative research in a organizational context with functions being subsumed under two major factors: Setting up a career development mentoring program for employees enables an organization to help junior employees to learn the skills and behaviours from senior employees that the junior employees need to advance to higher-responsibility positions.

the mentor definition relationship

This type of mentoring program can help to align organizational goals with employees' personal career goals of progressing within the organization. It gives employees the ability to advance professionally and learn more about their work. This collaboration also gives employees a feeling of engagement with the organization, which can lead to better retention rates and increased employee satisfaction. The most talented employees in organizations tend to be difficult to retain, as they are usually seeking greater challenges and responsibilities, and they are likely to leave for a different organization if they do not feel that they are being given the opportunity to develop.

Top talent, whether in an innovation or management role, have incredible potential to make great things happen for an organization. Creating a mentoring program for high-potential employees that gives them one-on-one guidance from senior leaders can help to build the engagement of these talented employees, give them the opportunity to develop, and increase their retention in the organization. One of the top ways to innovate is by bringing in new ideas from senior employees and leaders from underrepresented groups e.

Who is an underrepresented group depends on the industry sector and country. In many Western countries, women and ethnic minorities are significantly underrepresented in executive positions and boards of directors. In some traditionally gender segregated occupations, such as education and nursinghowever, women may be the dominant gender in the workforce. Mentors from underrepresented groups can empower employees from underrepresented groups to increase their confidence to take on higher-responsibility tasks and prepare for leadership roles.

By developing employees from diverse groups, this can give the organization access to new ideas, new ways of looking at problems, and new perspectives. This also brings cultural awareness and intercultural dialogue into the workplace. These relationships tend to lead to success within the organization and increased job satisfaction. However, when paired with majority mentees, their perceived worth automatically increases due solely to the majority status of their mentees.

Minority mentors tend to impart emotional benefits onto their mentees. While mentoring typically involves a more experienced, typically older employee or leader providing guidance to a younger employee, the opposite approach can also be used. In the s, with the rise of digital innovations, Internet applications and social mediain some cases, new, young employees are more familiar with these technologies than senior employees in the organizations.

The younger generations can help the older generations to expand and grow towards current trends. Everyone has something to bring to the table, this creates a "two way street" within companies where younger employees can see the larger picture, and senior employees can learn from young employees. Employees must have a certain set of skills in order to accomplish the tasks at hand. Mentoring is a great approach to help employees get organized, and give them access to an expert that can give feedback, and help answer questions that they may not know where to find answers to.

Although mentorship can be important for an individual's career advancement, in the United States it historically has been most apparent in relation to the advancement of women and minorities in the workplace. Until recent decades, American men in dominant ethnic groups gained most of the benefits of mentorship without consciously identifying it as an advancement strategy.

American women and minorities, in contrast, more pointedly identified and pursued mentorship in the second half of the twentieth century as they sought to achieve the professional success they had long been denied. These publications noted the many specific benefits provided by mentorship, which included insider information, education, guidance, moral support, inspiration, sponsorship, an example to follow, protection, promotion, the ability to "bypass the hierarchy," the projection of the superior's "reflected power," access to otherwise invisible opportunities, and tutelage in corporate politics.

A Harvard Business Review survey of 1, top executives published infor example, showed that most had been mentored or sponsored and that those who received such assistance reported higher income, a better education, a quicker path to achievement, and more job satisfaction than those who did not.

In Edgar Schein described multiple roles for successful mentors. Matching individual and organizational needs He said that some of these roles require the teacher to be in a position of power such as "opener of doors, protector, sponsor and leader.

A manager can mentor their own staff, but more likely will mentor staff in other parts of their organisation, staff in special programs such as graduate and leadership programsstaff in other organisations or members of professional associations. Mentoring covers a range of roles. Articulating these roles is useful not only for understanding what role you play, but also for writing job applications.

Demonstrating how you go about mentoring needs a language of behaviours. Two of Schein's students, Davis and Garrison, undertook to study successful leaders of both genders and at least two races. Their research presented evidence for the roles of: Mosaic mentoring is based on the concept that almost everyone can perform one or another function well for someone else — and also can learn along one of these lines from someone else.

The model is seen as useful for people who are "non-traditional" in a traditional setting, such as people of color and women in a traditionally white male organization.

The idea has been well received in medical education literature. Corporate mentoring programs are used by mid-size to large organizations to further the development and retention of employees. Mentoring programs may be formal or informal and serve a variety of specific objectives including acclimation of new employees, skills development, employee retention and diversity enhancement.

Formal programs[ edit ] Formal mentoring programs offer employees the opportunity to participate in an organized mentoring program. Mentoring profiles are completed as written forms on paper or computer or filled out via an online form as part of an online mentoring system. Informal mentoring takes places in organizations that develop a culture of mentoring but do not have formal mentoring in place.

These companies may provide some tools and resources and encourage managers to accept mentoring requests from more junior members of the organization. Fortune companies are also implementing formal mentoring programs on a global scale. Cardinal Health has had an enterprise-wide formal mentoring initiative in place since The initiative encompasses nine formal mentoring programs, some enterprise-wide and some limited to specific business segments and functions. Goals vary by program, with some focused on employees facing specific challenges or career milestones and others enabling more open-ended learning and development.

Mentorship - Wikipedia

It has been claimed that new employees who are paired with a mentor are twice as likely to remain in their job than those who do not receive mentorship. For example, the mentor gets to show leadership by giving back and perhaps being refreshed about their own work. The organization receives an employee that is being gradually introduced and shaped by the organization's culture and operation because they have been under the mentorship of an experienced member.

The person being mentored networks, becomes integrated easier in an organization, gets experience and advice along the way. Bullis describes the mentoring process in the forms of phase models. Initially, the "mentee proves himself or herself worthy of the mentor's time and energy". Then cultivation occurs which includes the actual "coaching Next, under the phase of separation, "the mentee experiences more autonomy". Ultimately, there is more of equality in the relationship, termed by Bullis as Redefinition.

These programs tend to be smaller than more general mentoring programs and mentees must be selected based on a list of eligibility criteria to participate. Another method of high-potential mentoring is to place the employee in a series of jobs in disparate areas of an organization e. The matching committee reviews the mentors' profiles and the coaching goals sought out by the mentees and makes matches based on areas for development, mentor strengths, overall experience, skill set, location and objectives.

Matching through self-match technology Mentoring technology, typically based on computer software, can be used to facilitate matches allowing mentees to search and select a mentor based on their own development and coaching needs and interests.

This mentee-driven methodology increases the speed in which matches are created and reduces the amount of administrative time required to manage the program. Speed mentoring Speed mentoring follows some of the procedures of speed dating. Mentors and mentees are introduced to each other in short sessions, allowing each person to meet multiple potential matches in a very short timeframe.

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Speed mentoring occur as a one-time event in order for people "to meet potential mentors to see if there is a fit for a longer term engagement. Peer mentoring Mentoring in education involves a relationship between two people where the mentor plays a supportive and advisory role for the student, the mentee.

This relationship promotes "the development and growth of the latter's skills and knowledge through the former's experience. There are also peer mentoring programs designed specifically to bring under-represented populations into science and engineering. Graduate university alumni are engaging with current students in career mentorship through interview questions and answers.

The students with the best answers receive professional recommendations from industry experts build a more credible CV. Resiliency[ edit ] A specific focus of youth mentoring that addresses the issues that cause students to underachieve in education while simultaneously preparing them to deal with future difficult circumstances that can affect their lives and alter their success is the fostering of resiliency. Resilience is "the ability to withstand and rebound from disruptive life challenges" and has been found to be a very useful method when working with students of low socioeconomic backgrounds who often encounter crises or challenges and suffer specific traumas.

Resiliency does not provide a solution to the struggles and trauma that these students are experiencing, but instead focuses on giving them the tools to adapt to these situations and respond to them in a way that avoids a negative outcome and enables them to emerge stronger learn from it.

Protective factors and risk factors[ edit ] Protective factors "modify or transform responses to adverse events so that [students] avoid negative outcomes" and encourage the development of resiliency, while risk factors are circumstances that perpetuate these poor outcomes and prevent that student from acquiring resilience as a tool.

Examples of these protective factors identified by Reis, Colbert and Hebert in their three-year study of economically disadvantaged and ethnically diverse students include having "supportive adults, friendships with other achieving students, the opportunity to take honors and advanced classes, participation in multiple extracurricular activities both after school and during the summer, the development of a strong belief in the self, and ways to cope with the negative aspects of their school, urban and family environment.

In these environments, students are often exposed to coercive interactions, so positive, personal and harmonious interchanges between the student and some supportive figure can help develop adaptive qualities. Some of the components that facilitate this development of resilience when combined with the existence of a strong adult-student relationship include after school programs, more challenging classes, peer support programs, summer programs and gifted programs.

The discussions between the instructional coach and teacher are built upon mutual respect and a trusting relationship through confidentiality. Instructional coaches can model lessons and instructional strategies in the teachers' classroom to show examples and have teachers feel more confident in using these strategies.