Mentoring is what the mentee and mentor make of it, especially in the conversation between them. At the beginning, they are formed by the mentee, which means that the mentee is privileged compared to the mentor.
Searching for Greater Meaning
While virtual mentoring is a different relationship than actual mentoring, many attributes apply. Mentoring is a critical process in helping the mentee navigate the event and engage in significant learning in the process.
Mindful or Mindedness?
- The Emic and Etic of Mentoring
- Developing an Identity as a Mentor
- The Mentee ’ s Story
- Creative Mentoring
A mentor needs to learn something about how the process works best in the best interest of the mentee. Both parties in the mentoring relationship agree to participate, with the mentor assuming responsibility for supporting the mentee.
Respectful Mentoring
Understanding Signi fi cant Others
De fi ning Approaches to Mentoring
Other mentors take an ad hoc, unstructured 'one talk party' approach that leads to incremental improvements at best and almost always poor implementation beyond mentoring. In the latter case, the mentor does not see mentoring as developing a flow of practice for the mentee beyond mentoring.
Strategic Mentoring
The mentor facilitates the interaction between the mentee's internal skills, sensibilities, and mental models and the externalities of their role and situation. By the mentor looking beyond the obvious, he encourages the mentee to explore a range of new possibilities.
Facilitators and Barriers
It also depends on whether the mentee is personally selected by the mentor and the degree to which empathy and general good feelings between them are sufficient. A final ingredient to mind mentoring is the mentee's ability to consistently implement the mentoring action plan.
Beyond Positivity
What Does Positivity and Negativity Mean?
Positive mentoring focuses on gaining a rich understanding of what is going on for the mentee. It enables the mentee to realize practical insights to establish and understand what is going on.
Theories of Mentoring and Its Underlying Traditions
The mentor contributes to this narrative by asking questions, challenging "facts", motivations and outcomes. The mentoring relationship exists "outside" the roles that mentor and mentee each have regardless of their association.
Mentoring with a Career Focus
The relationship develops based on the mentee revealing their cognitions and emotions as they see fit. The mentee becomes the "expert" witness and the mentor assumes that these facts are how the mentee experiences them, although he has the right to question them.
The Focus of This Book
- Insights
- The Mentoring Conversation
- The Paradox of Mentoring
- Blame
- Guilt
- Silence
- Loyalty
- Mentoring for All Seasons
- Mentoring for Resilience and Ensuring Its
What makes the difference in mentoring is the mentor's ability to work with the mentee: namely, the mentor's position to gain rapport and build trust. All of these elements facilitate the mentee's ability to invest in the mentoring relationship and establish a connection with the mentor.
Conclusion
Radu Lefebvre, M., & Redien-Collot, R. 2013).‘How to do things with words’: Discursive dimensions of experiential learning in entrepreneurial mentoring dyads. The status of the counseling relationship: An empirical review, theoretical implications, and research directions. Counseling psychologist.
Introduction
The nature of mentoring is shaped by the individuals' circumstances; the potential outcomes; the empathy between mentor and mentee and eventually the trust that is built; the inspiration that ignites interest and enthusiasm as well as the importance of the relationship between both parties. For learning to take place, the social exchange between mentor and mentee involves mutual influence.
What Is Understood by the Terms: Mentoring, Mentor
- The Context of Mentoring
- The Mentee ’ s Gender
- Gaining Agreement About Process
- Mentoring Stages of Learning
In this case, the mentor is highly experienced and specifically trained in the mentee's field. From the mentor's perspective, it can be uncertainty about the resilience of the mentee to deal with it.
What Is It About the Mentoring Relationship that Allows
- The Role of Con fi dence
- Self-suf fi ciency
- The Value of Self-suf fi ciency
- The Role of In fl uence in Mentoring
- What Makes a Successful Mentoring Relationship?
However, the mentee must be within the bounds of the morally permissible to be considered (truly) autonomous (Meyers 1989). Collective efficacy is the mentor-mentee relationship necessary for effective mentoring.
The Outcomes of Mentoring
Third, for mentoring to be effective, sponsorship must be a significant feature of the mentoring relationship, where the mentor can draw on their influence and networks to gain some advantage for the mentee, e.g. Other benefits of a positive mentoring relationship are feeling more self-aware and confident; more closely related to the organization and finding more satisfying and meaningful work.
How Is the Mentoring Relationship Qualitatively Different
- Types of Mentoring
- General Approaches to Mentoring
- Diversity
- Gender and Social Inclusion Focus in Mentoring
- Gender and Social Exclusion — Barriers to Effective
In mentoring, it is important that mentors appreciate both the interfaces and intersections of the mentee's cultural values and belief systems. As developing countries take their place in the globalization supply chain while providing labor and resources, diversity is further nuanced by “the emergence on the political scene of local communities, indigenous peoples, disadvantaged or vulnerable groups and those excluded on the basis of ethnicity social affiliation, age or gender, has led to the discovery, within societies, of new forms of diversity.
What Are the Bene fi ts for Mentors and the Different Ways
One of the main reasons for guiding failed women in terms of promotion is the difference between having a mentor and a sponsor (Ibarra et al.2010). The varying characteristics of the participants in the mentoring relationship can affect how individuals participate in and benefit from the mentoring experience.
Does It Make a Difference the Way the Mentoring
Voluntary mentoring relationships have a better chance of being successful because of the self-motivation to get involved. They claim that mentoring often relies on the selection of 'A-grade performers', i.e. the top 10% of the internal workforce, and does not include the.
What About Training for Mentors?
- Handling Con fl ict in the Mentoring Relationship
- Communication
- Team Building
- Boundary-Setting in Mentoring
Mentors should establish rules of confidentiality in the relationship and discuss them with the mentee at the outset. Regardless of the type of mentoring, personal issues are likely to be explored to some degree in mentoring situations, especially when they interfere with the mentee's positive sense of themselves in the school, workplace, or organization.
Mentoring Is More Than a Fleeting Connection
Hall & Associates (Eds.), The career is dead—long live the career: A relational approach to career (pp. 1–12). Mentor and mentee predictors and mentoring outcomes in a formal mentoring program.Journal of Vocational Behaviour.
The Formal Mentoring Relationship
The mentee must be the major focus of the relationship, a person who is also remarkably complex and multifaceted. The opening of the mentee's black box for the mentee is to share with the mentor an explicit understanding of what participation means for them in their working life, for example.
Multiple Streams of Conversations
The difference between mentee and mentor refers to the distinction between practice and analysis, which is separated only for the purposes of mentoring conversations. These reflections would then be incorporated into each of the above conversation streams initiated by the mentor or mentee.
The Conversational Method
Preparation
Through this process, the mentor becomes aware of the mentee's own context and content and what they would like to achieve through mentoring. Another finding requires the mentor to analyze the differences between the mentor's and the mentee's views on events.
Exploring and Gaining Agreement for Purpose
The Mentor – Mentee Agreement
This following agreement reflects the terms of the relationship entered into by both mentee and mentor at this time. And then what they want happens as the conversations unfold. What are their expectations at the end of each conversation.
Key Questions for the Mentor
Conversation Opening and Initial Assumptions
In fact, it may simply open up another avenue to explore, exacerbating the complexity of the situation for the mentee. If so, then it is all the more reason for the mentor to allow the mentee to choose the lines of inquiry as well as the pace of exploration.
The Continuing Conversation
The mentor accelerates the process only if the mentee drags it out because he does not want to be involved in the process. For example, knowledge can take the form of elaboration with the mentor adding new information to that derived by the mentee.
Step 1: Inquiry by the Mentor
The mentor's job at this point is to learn as much as possible at this stage of the conversation. However, the mentor takes into account the varying tones and pitches of the mentee's conversation, as this is useful information as well as being aware of their own presence.
Step 2: Acknowledgment of the Mentee
It is important for the mentor to consider any assumptions they make about the mentee's intentions. The mentor must draw heavily from the mentee's reflections to understand what is going on (Connell and Wellborn 1991).
Step 3: Re fl ection
How to Engage the Mentee in Re fl ection
Step 4: Reassurance
When the mentor senses that the mentee has run out of steam, it is their turn to consider what they can see NOW that they may have missed before and secondly, from the mentee's perspective what they missed before. The key for the mentor here is to learn to describe any gap—or difference—between the mentor's version and theirs.
Step 5: Problem-Solving Structure
Stages of Problem-Solving
To be valuable, the mentor must help the mentee draw on their vast knowledge. What is the benefit to the mentee? The mentor asks the mentee what outcome they would like from this situation.
Step 6: Implementation of the Mentoring Outcomes
It is important for the mentor to learn about the mentee's own interests and the essence of what he needs. Too early in the mentoring relationship can mean it's uncomfortable for the mentee.
Re fl ections for the Mentor
Great Expectations
The mentor ultimately has primary responsibility for the nature of the relationship that determines the value the mentee achieves. Negative criticism will be accepted by the mentee as they understand that it does not constitute the sum total of the mentor's feedback.
What Mentees Expect from Mentors
Expectations of the Mentor
It is important that the mentor allows the mentee to experience discomfort in discovering new knowledge and approaches - otherwise it will not happen. It is important for the mentor to check that the mentee understands what is important or why certain questions are asked or comments made.
What Does a Good Mentor Look like?
Use humor appropriately and help the mentee once they feel safe to see the levity in situations. Err on the side of supportive rather than advisory inquiry. a) Help the mentee put the pieces together to see the big picture.
Framing Mentoring
We hope this book clarifies for both mentors and mentees how much guidance and support is needed especially within the initial period of the mentoring relationship. The mentee is supported throughout and allowed to shape the nature of the conversations whenever they meet, whether in person, via Skype, phone or otherwise.
Conclusion
The mentor must develop an individual, tailored approach to each mentee. From the beginning of the relationship, the mentor works to create a context of "safe learning" by exploring what works well and what doesn't for the mentee.
Unburdening
Denial and Disclosure
In the mentoring relationship, there is a dual burden of denial and disclosure, which can appear as a push-pull tension within the mentee. Without ensuring a high degree of openness, the mentor cannot assess and give constructive feedback to the mentee.
The Challenge of Secret-Keeping
Accidental Disclosure
Customs Governing Secrets and Transparency
The Effort to Contain and Disclose Private Information
The notification process can also be disturbing for the mentee because of the dual sense of loyalty and betrayal. In the mentee's eyes (as a protector), they become outcasts and fear that others will see it the same way.
The Challenges of Mentoring
Challenges for the Mentee
Additionally, the mentee may be the sole source of information or may be complicit with others. Interpretation is not easy to decipher and the logic of mentee and mentor may be at odds.
Challenges for the Mentor
A further challenge for the mentor is to create and demonstrate a safe 'space' for the mentee to trust and open up. Finally, the risk of the mentoring relationship becoming a permanent support for the mentee must be overcome.
How Does All This Work in a Mentoring Relationship?
These techniques allow a mentor to label what is going on and invite the mentee to evaluate it. It is also a way for the mentee to receive guidance by way of example, and this contributes to their learning.
Techniques for Encouraging Disclosure and Transparency
Concepts of conflict and power are introduced to see how the mentee responds, followed by further reflection on how they see failure, e.g. The ongoing experience of safe 'learning' for the mentee is further extended through the relationship, without fear of consequences, shame or loss of face.
A Mentoring Case Study
Sandra kept her needs and worries secret and did not share them with anyone, including her closest relatives. So by discovering her needs and emotions, Sandra can gain some insight into what is going on and be able to unload to deal with the tension about it.
Conclusion
Retrieved from http://www.dsf.org.au/resources-and-research/126-young-people-and-mentoring-towards-a-national-strategy. 2009). The best of strangers: Context-dependent willingness to disclose personal information. Mentoring can help the mentee develop an awareness and strengthen a person's self-esteem by meeting both professional and personal standards.
What is Blame?
The focus of this chapter is to address some of the key dimensions of blame that will help the mentor work with the mentee along the agreed path. The mentor becomes a source of “second opinion” about the mentee's coping strategies and feelings, and if successful, can re-establish feelings of control over their social or physical environment by making the mentee act accordingly.
Reasons and Sources of Blame
Sources of Blame at Work Include
In other words, the victim is responsible for his situation because in a fair world he is in control of the situation and should know how to avoid it. Both involve effort and taking control of the situation by the main actor in the situation.
Self-regulation and Apportioning Blame
Both examples fit the Kantian view, that is, an action is not praiseworthy or blameworthy unless the person does it intentionally by taking responsibility for his role or taking control of the situation and acting in the best interest of the larger group (Kant 1785/1996 ). When people assign blame, people believe that those guilty of wrongdoing or defaulting should be punished according to the severity of the harm to the victims and the lasting impact.
Identifying with the ‘ Victim ’ and the ‘ Offender ’
Power and Control
While primary control means the ability to directly control desired outcomes, secondary control is described as regaining control more indirectly (Skinner 2007). One approach to dealing with anxiety about being bullied is for the mentor to ask the mentee: why they feel that way.
Blame as a Form of Entrapment
If there is no tangible evidence of a threat, it is important for the mentor to help the mentee by strengthening their self-affirmation. This process is achieved, for example, by having the mentee focus on their strengths and achievements and using this knowledge to deal with the current threat.
Women and Men
Dealing with Blame Through Mentoring
- Personal and Professional Boundaries
- Communication
- Norms
- Aims
- Values
The impact on the mentee's routine and functioning (Myer and Moore 2006) is an example of how boundaries can change after an incident. These incidents not only greatly disrupt the boundaries of the work group, but also the mentee's boundaries, such as the sense of autonomy.
Conclusion
Vicarious dissonance: attitude change from the inconsistency of others. Journal of Personality and Social Psychology. Emotions in social reflection and comparison situations: Intuitive, systematic and exploratory approaches. Journal of Personality and Social Psychology.
De fi ning Guilt
Mentoring is a positive process, in that the mentee realizes their power through learning - not only single loop learning, but also through double-loop discovery (see ch. 10). The mentoring capital that develops for the mentee creates an inner reserve that the mentee draws upon again and again when faced with new challenges.
The Nature and Timing of Guilt
Guilt and Shame
If the situation is not managed, it can make them feel defensive, and this can make the situation worse (Tangney and Tracy 2012; Tangney et al. 2005). They may seek to escape the situation or leave altogether in order to minimize further embarrassment and stigma.
Envy
It is a question that a mentor may want to explore as the relationship develops and their mentee's trust is gained. When a person compares himself favorably with others on a given dimension, this is typically met with a positive affective response.
Guilt and Self-pity
How open must a mentor be to point out to a mentee that they detect the mentee's triumphalism. This posture is a sign of emotional immaturity and possibly a reason why a mentee's career is or will stagnate.
Positive Guilt
Together, the mentor and the mentee replace the inner critic with a more realistic voice (based on Earley2012). Loyalty in mentoring requires a perception by the mentee that this relationship is a unique bond with the mentor and this is highly valued.
The Role of Guilt in In fl uencing Others
Revealing Guilt to a Mentor
The experience of guilt, whether it is a sense of worthlessness, incompetence or inappropriateness, is unpleasant. It is important to understand how a feeling of guilt relates to the core of their self-concept.
How to Assist Mentees Deal with Guilt
A mentor must show interest and curiosity about the mentee so that this can influence the mentee's own level of engagement. The second strategy used by the mentor is to determine which situations are causing an emotional response in the mentee.
Conclusion
Working with men in groups from the perspective of an Integrity Model. Journal of Men's Studies The Cognitive Structure of Emotions. Uncomfortable lies the head that wears the crown: the link between guilt and leadership. Journal of Personality and Social Psychology.
De fi ning Silence
Silence and Pause
However, if the silence is unexpected or if active involvement is warranted, it is considered abrupt and may be misunderstood. Another form of silence is characterized by "don't rock the boat," which is also a premeditated suppression of relevant ideas, information, or opinions.
Knowing Silence in a Mentoring Relationship
Silence is used to facilitate the pouring in of additional information, or to encourage a further response from the mentee (Knapp2008). The most important aspect of using silence is for the mentor to be comfortable with it, even if it puts the mentee off in the early stages.
Silence and the Inner Quiet
Tacit Knowledge as a Form of Silence
More on the deaf ear syndrome and frustration effects. The Journal of Applied Behavioral Science. Both the mentee and mentor must be loyal to the relationship and to each other within the parameters of mentorship.
Silence and In fl uence
Silence, Power and Assertiveness
Interpersonal processes such as a set agenda, using questions instead of statements, voting, etc. introduce a more collaborative process and help equalize the influence of individuals in each conversation. Such processes minimize the importance of individuals and persuasive processes, so that only careful deliberation about the decision to be made matters.
Converting Silence to Resilience
From the point of view of positive mentoring, the mentor shows the mentee that he can become stronger as a result of negative work and professional experiences, as he can help him develop a more resilient attitude and a way to model this for others.
Conclusion
The social construction of the personal past and its implications for adult development. Psychological Bulletin. Performative and active features of psychoanalytic testimony: The transference as the scene of addressing.International Journal of Psycho-Analysis.
Why Attachment?
When looking for a mentor, the mentee may be faced with loyalty to the other being traded for honesty with oneself. Both the mentee and the mentor will experience the highs and lows of their relationship that reflect the nature of their relationships with others.
Why Loyalty?
The focus of this chapter is on the nature of the bond of loyalty between mentee and mentor and how this affects learning, particularly the learning of trust, and other outcomes for the mentee, particularly in terms of their ongoing relationships with others. The mentee begins to question his loyalties, trust in others and even himself.
How Relevant is Loyalty Today?
Awareness of what is going on is quite complex in most workplaces and professional environments. Cognitive dissonance causes this evaluation or reevaluation of what is going on (Sluss et al. 2012).
The Riskiness of Loyalty in Mentoring
This influence is researched in the area of customer loyalty, whereby positive feelings lead to loyalty and investment (based on Yim et al.2008). Another way to describe it is to understand what is going on and what can contribute to feelings of discomfort for mentees.
What Engenders Loyalty?
Having a significant other, such as a mentor, validate one's views means that the mentee's sense of self is validated. What happens in mentoring is that mentees' sense of self is strengthened as well as their respect for others as they begin to perceive the world differently.
Conclusion
It is only by revealing the self to others that others respond to the mentee differently and see them in a different light. Both are valued by the mentee and serve to improve their self-esteem and ultimately self-efficacy.
Introduction
Mentoring Is a Diversity Initiative
Mentoring Is the First Step in Succession Planning
Mentoring for Developing Leadership
Mentoring Managers and Staff for Organisational Change
Group Mentoring to Align Workforce with Changes to
Mentoring for Redeploying Staff
Mentoring Assisted in Enhancing Staff Retention,
Mentoring Lessons from the Case Studies
A Mentoring Responsive Culture
Mentoring Capital
Safe Learning Culture and Dialogue
How to Achieve a Feedback Responsive Culture
Conclusion
Introduction
Resilient Mentoring
Moving to Sustainability
The Potentially Sustainable Effects of Mentoring
Processes to Ensure Sustainability of Mentoring
Board and Management Support
Shared In fl uence
A Capability Strategy
Conclusion
