Mentorship is a relationship where more experienced or more knowledgeable people help guide the less experienced or less knowledgeable. The mentor may be older or younger than the person being mentored, but he or she should have a certain area of ​​expertise. It is a learning and development partnership between a person with extensive experience and someone who wants to learn. The experience of mentorship and relationship structure affects "the amount of psychosocial support, career guidance, role modeling, and communication that occurs in the mentoring relationship in which protà © à © gà © Å © and the mentors are involved."
The person receiving the guidance may be referred to as protà ©  © gÃÆ'  © (male), a protÃÆ'  © gÃÆ'  © e (female), internship or, in 2000, a mentee . Mentors can be referred to as godfather / godmother or a rabbi .
"Mentoring" is a process that always involves communication and relationship-based, but the exact definition is elusive, with over 50 definitions in use today. One of the definitions of many that have been proposed, is
Mentoring is the process for the informal transmission of knowledge, social capital, and psychosocial support perceived by the recipient as relevant for work, career, or professional development; mentoring requires informal, typically face-to-face communication and over a sustained period of time, between someone who is deemed to have the knowledge, wisdom, or more relevant experience (mentor) and someone who is considered to have less (protà © Ã… © gÃÆ' © © ").
Mentoring in Europe has existed since at least the Ancient Greeks. Since the 1970s it has spread in the United States especially in the context of training, with important historical links to the movement of advancing workplace equity for women and minorities, and it has been described as "an innovation in American management".
Video Mentorship
Historical
The roots of the practice were lost in ancient times. The word itself is inspired by the Mentor character in Homer Odyssey. Although the real Mentor in this story is an ineffective old man, the goddess Athena takes on her appearance to guide young Telemachus in her troubled times.
Historically significant mentor systems include teacher-student traditions practiced in Hinduism and Buddhism, Elders, a discipling system practiced by Rabbinic Judaism and the Christian church, and an apprenticeship under the medieval guild system.
In the United States, supporters for workplace equity in the second half of the twentieth century popularized the term "mentor" and the concept of career mentoring as part of a larger social capital lexicon - which also includes terms such as glass ceilings, bamboo ceilings , networks, role models, and gatekeepers - serve to identify and address issues that prevent non-dominant groups from professional success. The main business literature then adopts the term and concept, promoting them as the pathway to success for all career climbers. In 1970 these terms were not in American common vocabulary; in the mid-1990s they had become part of everyday conversation.
Maps Mentorship
Professional bodies and qualifications
The Council of Mentoring and Coaching Europe, also called EMCC, is a leading global body in terms of creating and maintaining various industry standard frameworks, rules and processes throughout mentoring and related supervision and field coaching for example. practice codes for those who practice mentoring.
Technique
The focus of mentoring is to develop a broad range of people and techniques and require wisdom to be used appropriately. A 1995 study of mentoring techniques most commonly used in business found that the five most common techniques used among mentors are:
- Accompany: make a commitment by caring, which involves taking part in the learning process adjacent to the learner.
- Sowing: mentors are often faced with the difficulty of preparing the learner before he is ready to change. Sowing is necessary when you know that what you say may not be understood or even accepted by students initially but will make sense and have value for the mentee when the situation needs it.
- Catalysis: when change reaches critical stress level, learning can increase. Here the mentor chooses to plunge the learner into change, provoke a different way of thinking, change in identity or reorder of value.
- Show: this makes things understandable, or uses your own example to show a skill or activity. You show what you are talking about, you show it by your own behavior.
- Harvest: Here the mentor focuses on "picking ripe fruit": usually used to create awareness of what the experience is learning and draw conclusions. The key question here is: "What have you learned?", "How helpful?".
Different techniques can be used by mentors according to the situation and mindset of the mentee, and the techniques employed in modern organizations can be found in the ancient educational system, from Socratic harvesting techniques to the instructional companion methods used in the apprenticeship of the mobile catwalk builders during Medieval. Leadership writers Jim Kouzes and Barry Z. Posner advised mentors to look for "teachable moments" to "expand or realize the potential of people in the organization they lead" and underline that personal credibility is as important as quality mentoring as a skill.
Some mentors : New and upcoming trends are having multiple mentors. This can help because we can all learn from each other. Having more than one mentor will broaden the knowledge of the mentored person. There are different mentors who may have different powers.
Profession or trade mentor : This is someone who is currently in the trade/profession you enter. They know the latest trends, changes, and new practices you need to know to stay at the top of your career. A mentor like this will be someone you can discuss ideas about the field, and also be introduced to the important people you should know.
Industrial Mentor : This is someone who not only focuses on the profession. This mentor will be able to provide insight into the industry as a whole. Whether it's research, development or key changes in the industry, you need to know.
Organizational counselors : Politics in organizations is constantly changing. It is important to have knowledge of the values, strategies, and products that exist within your company, but also when these things change. An organizational mentor can clarify missions and strategies, and provide clarity when needed.
Mentor work process : This mentor can speed up quickly through mounds, and cut unnecessary jobs. This mentor can explain the 'ins and outs' of projects, daily tasks, and eliminate any unnecessary things that might be happening on your working day. This mentor can help complete the job quickly and efficiently.
Mentor technology : This is a remarkable position, very important. Technology has grown rapidly, and is becoming a part of daily transactions within the company. To do your best, you need to know how to get things done on the latest technology. A technology mentor will help with technical breakdowns, advise on systems that might work better than what you currently use, and guide you through new technologies and how to best use them and apply them to your everyday life.
These mentors are just examples. There are many different types of mentors. Look around your workplace, your life, and see who is the expert you can learn something.
Typology
There are two broad types of mentoring relationships: formal and informal. A formal mentoring relationship is established by an administrative unit or office in a company or organization, which asks for and recruits qualified individuals willing to mentor, mentors training, and then helps match mentors with people in need of mentoring. While formal mentoring systems contain many structural elements and guidelines, they still usually allow mentors and mentees to have an active role in choosing with whom they want to work. A formal mentoring program that only mentors mentees without giving these people says they are not doing well. Although a mentor and a mentee may seem to be very "on paper", in practice, they may have different work styles or lessons. Thus, giving mentors and mentees a chance to help choose who they want to work with is a widely used approach. Informal facilitation occurs without the use of structured recruitment, mentor training, and suitable services. Informal mentoring arrangements can evolve naturally from business network situations where more experienced individuals meet new employees, and both start relationships.
In addition to this vast breed, there is also an advisory, situational and supervisory relationship. This tends to fall into the category of formal and informal mentoring relationships. Informal relationships develop themselves among partners. Formal mentoring, on the other hand, refers to a structured process supported by the organization and addressed to the target population. The youth guidance program helps risky children or adolescents who lack role models and sponsors. In business, formal mentoring is part of a talent management strategy used to educate key employees, freshly hired graduates, high-potential employees and future leaders. Mentoring and mentee matching is often done by the mentoring coordinator, often with the help of a computerized database registry. The use of databases helps match mentees with mentors who have the kind of experience and qualifications they seek.
There is a value-oriented formal mentoring program, while social mentoring and other types of special focus on career development. Some guidance programs provide social and vocational support. In a well-designed formal mentoring program, there are program objectives, schedules, training (for mentors and protà © gÃÆ' © s), and evaluation. In 2004 Metizo created the first mentoring certification for companies and business schools to ensure the integrity and effectiveness of formal assistance. Certification is shared by external organizations and experts.
There are many types of mentoring relationships from school or community-based relationships to e-mentoring relationships. This mentoring relationship varies and can be influenced by the type of mentoring relationship applicable. That is whether it has occurred as a formal or informal relationship. There are also some models that have been used to describe and examine sub-relationships that can arise. For example, Buell explains how mentoring relationships can develop under the model of cloning, parenting models, friendship models and apprenticeship models. The cloning model is about a mentor trying to "produce a duplicate copy of himself or herself." The nurturing model takes more than "the figure of the parents, creates a safe and open environment where the mentee can learn and try things for himself." The friendship model is more friends "than engaging in hierarchical relationships." Lastly, an internship is about less "personal or social aspect... and professional relationships are the only focus".
In a sub-group of formal and informal mentoring relationships: peer mentoring relationships are relationships in which individuals are on the same skills training, same position and career stage. However, one person may be more knowledgeable in a certain aspect or another, but they can help each other to progress in their work. A lot of the time, peer relationships provide a lot of support, empathy and advice because the situation is very similar.
Situational facilitation : Short-term relationship in which a person mentors for a particular purpose. This can be a company that brings experts in social media, or internet security. This expert can guide employees to make them more knowledgeable about a particular topic or skill.
Mentoring supervision : This kind of mentoring is not necessary for those who are supervisors. They are the ones who have answers to many questions, and can suggest to take the best course of action. This can be a conflict of interest because many supervisors do not feel comfortable nor are mentors.
Mentle loop : Participants from all organizational levels propose and have topics. They then meet in groups to discuss topics, which motivate them to grow and become more knowledgeable. Flash mentoring is ideal for shadowing work, reverse mentoring, and more.
Flash mentoring : Create low-pressure environments focused on single meetings rather than traditional long-term mentoring relationships.
Benefits
Meta-analysis of 112 individual studies found mentoring to have significant behavior, health, relational, motivational, and career benefits. Especially in the workplace, there are many benefits to developing a guidance program for new and current employees.
Career development : Setting up a career development assistance program for employees enables organizations to assist junior employees to learn the skills and behaviors of senior employees that junior employees need to assume to positions of higher responsibility. This type of mentoring program can help align organizational goals with personal employee career goals (progress within the organization). It gives employees the ability to progress professionally and learn more about their work. This collaboration also gives employees a sense of engagement with the organization, which can lead to better retention rates and increased employee satisfaction.
Highly potent mentoring : The most talented employees in the organization tend to be difficult to maintain, as they usually seek greater challenges and responsibilities, and they tend to go for different organizations if they do not feel they are being given opportunity to grow. The best talent, whether in the role of innovation or management, has tremendous potential to make great things happen to the organization. Creating mentoring programs for high-potential employees who provide them with one-on-one mentorship of senior leaders can help build the involvement of these talented employees, giving them the opportunity to develop, and improve their retention in the organization.
Assistance to diversity : One of the best ways to innovate is to include new ideas from employees and senior leaders from under-represented groups (eg, women, ethnic minorities, etc.). Who the underrepresented group depends on the industrial sector and the country. In many Western countries, women and ethnic minorities are significantly underrepresented in executive positions and boards of directors. In some jobs traditionally disaggregated by sex, such as education and nursing, however, women may be the dominant gender in the workforce. Mentors from under-represented groups can empower employees from under-represented groups to increase their confidence to take on higher responsibility responsibilities and prepare for leadership roles. By developing employees from diverse groups, it can give organizations access to new ideas, new ways of looking at problems, and new perspectives. It also brings cultural awareness and intercultural dialogue to the workplace.
Reverse Assistance : While mentoring usually involves more experienced, usually older employees or leaders who provide guidance to younger employees, the opposite approach can also be used. In the 2000s, with the advent of digital innovation, Internet applications and social media, in some cases, new young employees were more familiar with this technology than senior employees in the organization. The younger generation can help older generations to flourish and evolve toward current trends. Everyone has something to bring to the table, this creates a "two-way street" within a company where younger employees can see a bigger picture, and senior employees can learn from younger employees.
Transfer mentoring knowledge : Employees must have certain skills to accomplish existing tasks. Mentoring is a great approach to helping employees get organized, and giving them access to experts who can provide feedback, and help answer questions they may not know where to find answers.
Mentorship provides important benefits for individuals and organizations. Although guidance can be important for individual career advancement, the United States has historically been most evident in relation to women's advances and minorities in the workplace. Until recent decades, American men in the dominant ethnic group have gained the most from the guidance without knowingly identifying it as a development strategy. American women and minorities, by contrast, identify and sharpen mentoring in the second half of the 20th century as they strive for long-term professional success.
In a 1958 study, Margaret Cussler pointed out that, for every female executives interviewed who do not have their own company, "something - or someone - gives it a push to climb the ladder while others stop at the lower ladder. Cussler concludes that the relationship between "sponsors and protà © Ã… © gÃÆ' ©" (the "guidance" vocabulary not commonly used) is a "magic formula" for success. In the late 1970s, many publications have established the centrality of guidance for business success for everyone and especially for women trying to break into the male-dominated business world. This publication notes many specific benefits provided by guidance, which include inside information, education, guidance, moral support, inspiration, sponsorship, examples to follow, protection, promotion, the ability to "bypass the hierarchy," projections of superiors " "access to unseen opportunities, and oversight in corporate politics.
This literature also shows the value of this benefit. The Harvard Business Review survey of 1,250 top executives published in 1979, for example, shows that most have been mentored or sponsored and that those who receive the aid report higher income, better education, which is faster for achievement, and more job satisfaction than those who do not. The literature specifically emphasizes the need for mentoring for the success of business women. For example, although women comprise less than one percent of executives in the Harvard Business Review survey, all of these women are reportedly mentored. In the following decades, when mentoring became a widely appreciated phenomenon in the United States, women and minorities in particular continue to develop conscious mentoring relationships as they seek professional advancement.
Contemporary research and practice in the US
Research in the 1970s, in part in response to research by Daniel Levinson, has caused some African-American women and men to question whether the classical "male white male" model is available or common to people who are newcomers to the men's skin traditional white. In 1978 Edgar Schein described the dual role of a successful mentor.
Two Schein students, Davis and Garrison, conducted research on successful leaders of both sexes and at least two races. Their research provides evidence for the role of: cheerleader, coach, confidant, counselor, talent developer, "griot" (oral historian for organization or profession), guardian, teacher, inspiration, master, "door opener", patron, "seminal sources", "successful leaders", and teachers. They describe some mentoring practices that have since been named "mosaic mentoring" to distinguish such mentoring from a single mentor approach.
Mosaic Mentoring is based on the concept that almost anyone can perform one or another function well for others - and can also learn alongside one of these lines from others. This model is considered useful for "non-traditional" people in traditional settings, such as colored people and women in traditional white male organizations. This idea has been well received in the medical education literature. There are also mosaic mentoring programs in various faith-based organizations.
Company program
Corporate mentoring programs are used by medium to large organizations for further development and employee retention. The mentoring program can be formal or informal and serve specific purposes including acclimatization of new employees, skills development, employee retention and diversity enhancement.
Formal program
A formal mentoring program gives employees the opportunity to participate in an organized mentoring program. Participants join as mentors, protà © Ã… © gÃÆ' © or both by filling in the coaching profile. A profile accompaniment is completed as a written form on paper or computer or filled through an online form as part of an online mentoring system. ProtÃÆ' © gÃÆ' © gÃÆ' © s is matched with a mentor by the program administrator or mentoring committee, or may choose a mentor depending on the program format.
Informal facilitation takes place in organizations that develop a mentoring culture but lack formal mentoring in place. These firms can provide some tools and resources and encourage managers to receive advisory request from more junior members of the organization.
A study of 1,162 employees found that "satisfaction with a mentoring relationship has a stronger impact on attitudes than the presence of a mentor, whether the relationship is formal or informal, or the design of a formal mentoring program." So even when the mentoring relationship is established, the actual relationship is more important than the presence of the relationship.
Fortune 500 companies also implement a formal mentoring program on a global scale. Cardinal Health has had a formal corporate facilitation initiative in place since 2011. This initiative includes nine formal mentoring programs, some companies and some limited to certain segments and business functions. Goals vary by program, with some focus on employees who face special challenges or career milestones and others allow more open learning and development.
Newly-hired program
A new mentoring program is set up to help new employees adjust more quickly into the organization. In a new mentoring program, new entrants in the organization (protà © Ã… © gÃÆ'Ã… © gÃÆ' © s) are paired with more experienced people (mentors) to get information, good examples, and suggestions as they progress. It has been claimed that new hired employees with a mentor are twice as likely to remain in their work than those who do not receive guidance.
This mentoring relationship provides a substance for career growth and is beneficial to both mentor and protà © à © gÃÆ' ©. For example, mentors will show leadership by giving back and perhaps being fresh about their own work. Organizations accept an employee who is gradually introduced and shaped by the culture and operations of the organization because they are under the guidance of an experienced member. People who are networked guides, become more easily integrated within an organization, gain experience and advice along the way. It is said that "joining a mentor's network and developing oneself is central to advancement" and this is probably why those who are mentored tend to do well in their organizations.
In organizational settings, mentoring usually "requires unequal knowledge", but the counseling process may be different. Bullis describes the mentoring process in the form of a phase model. Initially, "mentee proved himself worthy of time and energy mentor". Then cultivation takes place that includes "real coaching... strong interpersonal bonds between mentor and mentee flourish". Furthermore, under the separation phase, "the mentee experiences more autonomy". In the end, there are more similarities in relationships, which Bullis calls Redefinition.
High-potency program
A high-potential mentoring program is used to nurture future employees who are considered to have the potential to rise to leadership or executive positions. Here employees (protà © Ã… © gÃÆ'  ©) are paired with senior level leaders (or leaders) for a series of career coaching interactions. These programs tend to be smaller than the more general mentoring programs and the mentee should be selected based on a list of eligibility criteria to participate. Another method of high-potential mentoring is to place employees in a series of jobs in different areas of the organization (eg, human resources, sales, operations management, etc.) All for a short period of time so they can learn in hands-on mode practical, about the structure, culture, and methods of the organization.
Appropriate approach
- Matching by committee
Mentees matched with mentors by mentoring committees or mentoring administrators usually consist of senior members of training, learning and development groups and/or human resources departments. The matching committee reviews the profiles of mentors and coaching goals sought by the mentee and makes matches based on areas for development, mentor strength, overall experience, expertise, location and goals.
- Matches via self-match technology
Mentoring technology, usually based on computer software, can be used to facilitate matches that allow mentors to search for and select a mentor based on their development and coaching needs and interests. This mentee-driven methodology improves the speed at which matches are made and reduces the amount of administrative time needed to manage the program. The quality of the game also increases with the match program itself because the greater the mentee involvement in their mentor selection, the better the result of guidance. There are various online mentoring technology programs available that can be used to facilitate this mentee-driven matching process.
- Mentoring speed
Mentoring speed follows several procedures of quick dating. Mentors and mentee are introduced to each other in short sessions, allowing everyone to meet some potential matches in a very short period of time. Mentoring speed occurs as a one-time event in order for people "to meet potential mentors to see if there is any suitable for long-term engagement."
In education
In many secondary and post-secondary schools, counseling programs are offered to support students in program completion, building confidence and transition to further education or workforce. There are also peer mentoring programs specifically designed to bring under-represented populations into science and engineering. The Internet has brought university alumni closer to graduating students. Alumni university graduates are involved with current students in career guidance through interview questions and answers. The students with the best answers receive professional recommendations from industry experts building a more credible CV.
Instructional trainers
Instructional trainers are former teachers or principals who have demonstrated effectiveness in their teaching work or lead and through additional training to learn more about the technical skills needed to become effective trainers. In his book The Art of Coaching, Elena Aguilar recommends that a coach "must be an effective teacher for at least five years." Although effective skills in the classroom is a must, trainers should also be confident in working with adults, bringing the skills of listening, communication, and analysis of strong data into coaching positions. Ultimately, an instructional trainer is a successful teacher in class and well-respected on the ground, with a reverent lead to this new position.
Activity
Trainers seek to work one on one with teachers or in small group settings with teachers to build student achievement in the classroom based on data collected and discussed by teachers or trainers. According to Melinda Mangin and KaiLonnie Dunsmore, the instructional training model may include: "cognitive coaching, clinical supervision, coaching and mentoring, formal literacy, informal coaching or mixed models.Other researchers have described coaching categories such as data-oriented, student- , managerial, and coaches who work with each teacher or with a group of teachers ". Ultimately, the coaching role is designed to improve teachers' capacity and encourage teacher improvement through learning opportunities. The practice of instructional coaching is embedded in the work of a teacher, not in the isolation of their daily teaching. In other words, the trainer works with teachers throughout the school year and meets during the school day with the teacher on current lessons, planning, and observations/data collected. Discussions between instructional and teacher trainers are built on mutual respect and trusting relationships through confidentiality. Overall, instructional coaching is intended to serve as a professional development for teachers (s).
The primary responsibility of a trainer in this way is to change the practice and build knowledge about "new materials, programs, and initiatives" with the teacher. This professional development can come through discussion, but can also come in other forms. Instructional trainers can model instructional lessons and strategies in the teacher class to demonstrate examples and make teachers feel more confident in using this strategy. Teacher observation is one of the most powerful ways that trainers can put data for change in front of teachers. The trainer to observe and collect data to discuss with the teacher helps illustrate the picture for teacher upgrading.
Effectiveness
According to a three-year research study conducted by the Pennsylvania Institute for Instructional Training, there is an improvement in student success when instructional coaching is used in the classroom. This, however, can not be seen simply as "instructional guidance" in the isolation of other factors. The "coaching model emphasizes the simultaneous use of four strategies: one-on-one teacher involvement, evidence-based literacy practices applied across the curriculum, data analysis and reflection on practice." However, the teachers have shared it:
- Ninety-one percent of teachers trained regularly state that the coach helps them understand and use new teaching strategies.
- Seventy-nine percent of regularly trained teachers say that their trainers play an important role in improving their classroom teaching and practice.
- Teachers who are regularly trained on a one-to-one basis report that:
- They make significant changes in their learning practices.
- Their students are more involved in the class and enthusiastic about learning.
- Attendance increases dramatically in their classes.
In addition, "the most effective professional development model is considered to involve follow-up activities, usually in the form of long-term support, coaching in the teacher's classroom, or ongoing interaction with co-workers." In most cases, instructional coaching can provide this support and meet the definition of effective professional development.
Administrative support
There should also be support from the administration around instructional coaching to align the work of trainers and teachers with school missions or visions. Knight focuses on partnerships with principals that are at the core of successful coaching. Knight explained that principals and instructional trainers should be aligned in their goals for coaching. If they have the desired outcome difference for teaching, then the teacher will receive mixed messages and get caught between repair and impasse. Aguilar pointed out that the coach continues to inquire about school goals as well as action steps to fulfill this and bring to daily training.
Data-driven strategy
In conjunction with these partnerships and observations, Knight's belief about the use of data is essential for teacher upgrading during the training sessions. Knight shares how to give opinions and tells a teacher how to improve stop learning for the teacher and instead creates a barrier between the trainer and teacher and makes the teacher expect to hold hands. Instead, the data need to tell the story for the teacher to determine the steps to try to improve. This allows ownership for teachers as well as an understanding of their work in relation to work.
Building a relationship
Relationships and trust between trainers and trainers are important components of training. Coaches with specialized content knowledge and respect in teacher teaching will help build trust. Another way to build this trust is through secrecy. By keeping all conversations confidential and sticking to them, the mentor knows that your words are good. In addition to building relationships, it is important to let the coach feel comfortable talking to you about anything - it may take time when the crisis they are facing speaks about the lesson. Starting a training conversation about how life is going on for a coach is also important to build relationships.
Content and pedagogical knowledge
According to Nelson and Sassi, "knowledge of the pedagogical process and content knowledge must be incorporated" both in understanding teaching and observing teaching. For example, an instructional trainer working with a mathematics teacher should know "the current mathematical education reform effort builds on the idea that ideas are in the subject, and the way in which students and teachers work with ideas, problems." It seems clear that deep pedagogical knowledge as well as special knowledge of in-depth content is necessary for teachers to have confidence in the coach and for the trainer to be able to enter and take on the role of the teacher.
The knowledge that trainers need an effective range of content and pedagogical knowledge only. Aguilar uses the ladder of conclusions to enable trainers to evaluate their own thoughts, and end up using this ladder to help principals and teachers evaluate their own beliefs before jumping to assumptions. Aguilar states that "his list of beliefs has changed over the years, you can also change your beliefs, the bottom line is to pay attention to the beliefs from which we work and to see the working effect of that belief." Confidence may change about approaches to teaching, classroom management, or even content knowledge.
Integrated coaching
Integrated mentoring is a combination of on-site and online events, projected to be given to career counseling and development services, the opportunity to adopt mentoring in their usual practice.
Reverse mentoring
In an upside-down mentoring situation, the mentee has a less than thorough experience (usually as a result of age) rather than a mentor (usually older), but the mentee has more knowledge in a particular field, and thus, reverses a typical constellation. An example is when young teenagers and young people who actively run the cellular business train executives in using their top-class smartphones. They in turn sometimes offer insights into business processes.
Business mentoring
The concept of mentoring has entered the business domain as well. This is different from the internship; a business mentor provides guidance to a business owner or entrepreneur in the entrepreneurial business. An apprentice learns to trade by doing a job with an "employer".
Source of the article : Wikipedia
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