| |
 
Mentoring
versus other forms of helping people to learn . . .
|
|
Coaching
|
Mentoring
|
Counseling
|
| Who
does it? |
Line
manager, supervisor, or more experience employee |
Professional
unconnected to day-to-day life (off-line) |
Professional
third party counselor |
| Training
necessary for role |
Often
self-taught, increasing number of in-person and telecourses
available |
Ranges
from no formal training to limited hours in workshop format |
Typically
has graduate degree with academic and clinical coursework |
| Scope
& Limitations
|
Deals
with performance problems and specific challenges
|
Deals
with organizational, career or personal transitions
|
Helps
individual come to terms with issues in their personal and/or
working life
|
|
Central
Focus
|
Task
centered
|
Possibility
centered
|
Problem
centered
|
|
What
is worked on?
|
Works
on skills, developing and selecting options for behavior in
specific situations, and on team tasks
|
Works
on the interface between the individual’s identify and the
bigger picture
|
Works
on the person’s embodiment of the problem
|
|
Time
frame
|
Short
to medium term
|
Past,
present and future
|
Past
and present
|
|
Areas
for Discussion
|
How the
person acts
|
The person’s
thoughts, feelings and actions
|
How the
person feels
|
|
When
works best?
|
When
the need is the acquisition of skills
|
When
the need is the acquisition of wisdom
|
When
the individual faces a personal crisis, a difficult dilemma
or important choice, or a dysfunction in some key aspect of
his/her social ability
|
| Learning
|
Typically
client-oriented with primary focus on client learning |
Relies
on development of relationship; learning exchange increases
over time; benefit of feedback |
Low
level of mutuality; focus is exclusively on client |
|
Areas
for Potential
benefit
|
Knowledge
and skills
|
Knowledge,
skills and insights
|
Insights
|
copyright
The Mentoring Partnership
return
to top
"Mentor
Circles"
Besides
being matched one-on-one for mentoring, employees can become involved
in group mentoring. Mentoring Circles are designed to encourage,
recognize and strengthen the relationship between both classified
and academic staff and the university. They provide a method to
help staff become more familiar with the organizational culture,
how to accomplish their job, to be aware of university resources,
and to meet other employees. The circles also facilitate interaction
between the different departments of the university and provide
greater opportunities to develop relationships.
Mentors
and mentees can meet in groups of up to 12 people. Small groups
would consist of one mentor and two to four mentees, and larger
groups would have two or three mentors with five to nine mentees.
The mentors' role is to share experiences and information, and the
group benefits by receiving a number of perspectives on a range
of university issues.
Both
mentors and mentees would be matched in mentor circles depending
on their interest and goals. At the first meeting, members will:
- spend
some time getting to know each other
- discuss
the goals of the mentees and how to accomplish them
- prepare
a timeline which would include how often the circle will meet
and how long each meeting will last
- develop
an agenda template for each meeting
Mentor
Circle Success Factors
- Commitment
to Attendance: Members must make a strong commitment to attend
every session. Continuity is important. An individual's inability
to attend a meeting affects everyone in the circle.
- Confidentiality:
What is said at a meeting is considered confidential and must
stay "within the circle." Everyone in the circle must
enter with a willingness to share honestly and openly. They must
be able to trust everyone in the circle.
- Rapport
within the Circle: The success of the circle is highly dependent
on the openness, honesty, and sharing of all members. Choose non-threatening
topics in the beginning that are personal and insightful to the
members and not work-related. Appreciate the mix of personalities
and talents in the group. Individuals may not necessarily like
one another, but should understand that there is something to
be gained from everyone
return
to top
Phases
of Mentor Relationships
| Phase
|
Description
|
|
Building
Relationship
|
-Mentor/mentee
become acquainted and informally clarify their common interests,
shared values and professional goals
-interaction fosters mutual interest and enthusiasm
-Establishment of rapport & trust with each other
-Mentee imagines mentor will support him/her in a significant
way -Mentor begins to visualize mentee as coachable, enjoyable
to work with, as someone with potential |
|
Developing
common expectations
|
-Mentor
and mentee communicate initial expectations and agree upon some
common procedures and expectations as a starting point.
-Goals and expected outcomes of the mentoring relationship are
developed by the mentor and mentee together |
|
Developing
Mentee
|
-Gradually,
needs are fulfilled. Objectives are met. Professional growth
takes place. New challenges are presented and achieved.
-Both parties serve their maximum range of functions in their
roles -Expectations are reinforced or modified through discovery
of the real value of the relationship -Satisfaction and mutual
exchange are at their peak
-Mutual confidence develops between the mentor and mentee |
|
Ending
Formal Relationship
|
-The relationship and its functions change due to personal or
organizational shifts
-There is a sense of loss, combined with excitement about new
directions
-Contact frequency decreases
-Since developmental tasks have changed for both parties, the
relationship either evolves a new form or dissolves
-The individuals redefine their relationship as colleagues,
peers, and/or friends. |
There are
several key points to take away from the above:
- The mentor
and the mentee need to anticipate, communicate, and manage the
challenges inherent in these phases.
- Know that
these phases are part of the cycle, and can help both parties
avoid personalizing "failures."
- Separation
is essential for the mentee to continue developing.
- A single
mentor is highly unlikely to meet all the mentee’s needs.
- The mentee
and mentor both have developmental needs that can be met in the
relationship. If these needs are not complementary, interaction
can be frustrated.
- Ending the
formal relationship involves the mentor and mentee planning for
and talking about this, evaluating the process and their accomplishments,
discussing future options (more formal relationship, ongoing informal,
switch in roles, friendship)
- The greatest
challenges to a mentoring relationship are finding time and energy,
selecting goals/objectives, keeping momentum going, and giving
corrective feedback.
return
to top
|