A Short Note On External Mentorship For Employers

Clutterbuck & Megginson (1999, p.17) describe mentoring as being like ‘standing in front of a mirror with a trusted other, who can help you see things that you do not know how to see, or that have become too familiar for you to notice’. It is a helping relationship between an individual with potential and an individual with expertise. This multi-dimensional relationship is a partnership between those in similar roles, who can support each other. A number of roles of the mentor have been listed by Bolton (2010, p.193): role model, enabler, teacher, encourager, counsellor, befriender, facilitator, coach, confidante, supporter and ‘un-learner’. To be successful roles and responsibilities of those involved need to be clear and they need to be matched to each other and understand expectations of them.

Mentoring for the mentor is about challenging himself to perform to greater capabilities while nurturing a mentee and stretching them to realise their full potential. Mentors counsel, tutor and guide their mentees in developing themselves.

In life, we all have a mentor who looks out for us. A figure that stands out and serves as a foundation for how our future ends up. Mentors can be our closest relatives, our best friends, or even people that we’ve never met, just those who stand out to us. Mentors teach us principles that they want us to follow and think is best. They mold us with their knowledge and shape us into people that they want us to be.

In my next mentoring relationship, no matter if I’m the mentor or mentee, I will apply the skills I have learned through this program with the hopes of improving upon them still, through practice. I will greet my new mentor or mentee with open arms, knowing that they are giving me the opportunity to learn more, to practice my skills, and to help make others better in turn.

Learning mentors tend to work on a one to one level or in small numbered groups, a learning mentor must be a good listener, be able to encourage and motivate and act as a role model and encourage the build up of a mutually respectful relationship (Hayward, 2001).

The mentee is the absorber of the knowledge provided by the mentor and should demonstrate the desire to receive and utilize what has been provided. The mentee will be the lead in determining what type of guidance is needed. He or she will maintain the active responsibility of their learning and development through the management of expectations and communication.

Mentoring is a strategy that is beneficial to increased productivity in the workplace as well as a fulfilling love for one’s career. Mentoring can take place at many levels. It can occur at an education level or as we enter into prospective careers. Those who miss out on the opportunity to be mentored, have a lower chance to perform at high levels or receive positions that are more successful. Mentors and protégé’s work on challenging tasks and activities together, in an effort to enhance the skills of the protégé. The earlier a protégé is taken under the wing of a mentor proves extremely beneficial.

In this article, Eugene C. Roehlkepartain talks about how important relationships in regards to mentoring. He talks about how relationships can help improve a mentee’s education level as well as build a sense of self. Relationships need to always be evolving as the mentor and mentee evolve. There should also be different relationships for different things. Then, he mentions the Institute’s Developmental Relationships Framework in which five elements are present. They are: express care, challenge growth, provide support, share power, and expand possibilities. In which, he adds actions that relate to that element and what does actions really mean. These five elements need to go in order. He also reveals how parents typically have the strongest

Section 2: Mentor Development - Starts in month five and continues through program (Objectives 4, 7, 8)

It takes a lot of commitment to be a mentor, an appropriate meeting time needs to be discussed between mentor and mentee so that it doesn't conflict with family, school, and/or social life. Mentors are usually provided for: troubled teens, young children with busy parents that work, children or teens with special needs such as Autism or ADHD, or anyone under or over the age of 18 who needs to have one on one time with someone they trust and can talk to confidentially.

to be established. (L.Kutilek and G.Earnest.2001) This too supports Phillip and Spratts findings who also argues that these relationships benefit more when there is regular contact between the mentor and the young person. (K.Phillip and J.Spratt.2007) The young person interviewed in this enquiry project had contact with his mentor twice a week Monday to Friday during term time.

Functions provided by a mentor include both career oriented and psychosocial. Career oriented functions are done to “enhance career advancement” of the protégé (Greenhaus et al 2010). Career functions include sponsorship, increased exposure and visibility, coaching, protection, and challenging but doable assignments. Psychosocial functions are done to “enhance sense of competence and effectiveness” of the protégé (Greenhaus, 2010, p 212). These functions involve being a role model, providing acceptance and confirmation, being a counselor, and providing

Attached is the proposal to implement a mentoring program at Anderson, Lower, Whitlow P.C. In early summer, ALW hired fifteen recently graduated individuals and 12 have already taken positions at other firms. There needs to be a system in place to develop and foster relationships for these individuals within the firm. This firm has a high turnover rate of new hires; currently, the turnover rate is 85%. Firms that are considered the Big Four are offering mentoring programs that make their employees invested in the company’s future. Unfortunately, if ALW does not start to compete with this issue, more employees will be lost to the Big Four Firms.

In today's business world, the word "mentor" is one you have to know. In fact, when you close out an interview and the employer asks if you have any questions, you need to ask about their mentor program.

With the development of the more organic and less formal organisational structures the role of mentors has shifted with these changes. Unlike previously where mentors where seen as formal trainers who taught newcomers the processes and got them acquainted with the cultures and the systems within the organisation. Which required good interpersonal skills and a good knowledge of the activity or tasks the mentee would have to undertake, and be able to effectively relay or demonstrate the tasks or activities to the mentee. As opposed to more recently where a mentor would have to be more of an emotional counselor and demonstrate more skills than were traditionally required from