Boundaries: Difficulties Between Mentor And Mentee Relationship

I am a confident and respectful individual whom approaches life in a very enthusiastic and optimistic manner. I know I can give my time and service to the program in any beneficial way. I have traveled and connected with individuals from diverse backgrounds. I have ventured out and personally aided individuals from all parts of the United States from places such as North Carolina, Florida, New York, Texas, California, Arizona, and countries in Africa whether it be food and clothing donations or one-on-one volunteer interaction. I am typically willing to support my community by any means necessary. Whether it be that I wake up early to feed those less fortunate or it be that I mentor adolescences to further their academic careers. I know I can bring an encouraging and

Different social, professional and cultural contexts may affect relationships and the way people communicate due to of a lack of understanding or knowledge of one another’s background and culture. This could be through their race, religion, ethnicity or where they come from. Each one of these can have similar or very different ways to communicate. For example

I didn’t tell my parents anything regarding my Reg board. I think this was mostly because I don’t want them to think that I’m a ‘failure’. My biggest goal in going to college was to become more independent. I don’t think I did this as well as I could’ve, and maybe relying on others more would’ve given me better results. But to tell my parents about Respect Mentorship or my hours would make me a disappointment to them.

The Closing Bell Speaker Series “Iron Sharpens Iron”: Why Mentoring Matters So Much was presented by Forest Harper. Forest Harper is the current Chief Executive Officer and President of INROADS Inc. Harper grew up in a poor neighborhood in Fort Pierce, Florida. In high school, Harper was a star athlete in his high school’s Army ROTC program. He attended Morgan State University on a football scholarship. His plan was to become a professional football player. He suffered two knee injuries that ended his football career. He graduated from Morgan State University with a Bachelors of Arts in Social Work. After graduation, he joined the Army and served as a Lieutenant. He spent six years in the Army and rose up to the position of Captain. After the Army, Harper participated in the Executive Leadership Training program at Harvard University. Before becoming the president of INROADS, Harper worked at Pfizer for twenty-eight years. He started as a pharmaceutical sales representative and later became the Vice President of Capability Development in Worldwide Public Affairs and Policy. He was the only African American in his division. This fact inspired him to join INROADS and become a mentor to minority college student. His goal is to help get as many minority college students into the industry they choose. Harper’s own mentor is his uncle Walter Crenshaw, the oldest documented Tuskegee Airman.

My general goal for the year includes training the next generation of cadets. I also have some specific goals I will complete during the upcoming term. First, I think mentorship between cadets needs to step up and play an active role in week to week activities. Even though the 130th has an outstanding group of cadet leaders currently, many newer cadets seem to lack the interest or understanding to take the next step in their leadership journey; mentorship will assist in providing novice cadets with the necessary tools and encouragement to succeed. Secondly, giving cadets personalised classes through more leadership classes. Providing grade related tips from experienced cadets showcases another way to engage cadets and it would be great if the

I’ve never really thought of myself as having a mentor, I mean yeah I have my family, friends, and all of the people that care for me around me, but when I really think about it Terry would have to be my mentor. Terry has help me through so much! My track career and has made me a better thrower, and a better person. He always gives off a really good vibe and he treats all of his kids like one of his own, and as me coming in as a freshman it really helped not having one awkward moment in this track year because of Terry.

The issues I have decided to address are the lack of formal in group mentors and mentorship opportunities available for female students, faculty, and staff of color. The University has been intentional about recruiting students, faculty and staff of color. Despite these efforts our women of color who work as faculty or staff are the few available mentors available for students. Unfortunately, they are burdened with few professional growth opportunities while juggling work, mentorship requests, as well as providing the minority voice on committees throughout the campus. Subsequently, these women do not have in group mentors to support their growth. While some research shows, professionals who have been mentored are more likely to engage in mentoring, this does not seem hold true for women in general, it is especially untrue for women of color (Wright and Wright 1987). Increased professional expectations, distress and demands are likely the reasons for this difference. With all this, it is clear that women of color are at a significant disadvantage for finding mentors on this campus, and in most male dominated fields.

My Mentor goes by the name of Alexandria. Alexandria is a long time friend of mines who have recently passed away. We meet through my best friend one day when i came over her house and she was sitting there. When i walked in she was looking at me a certain kind of way and i couldn't understand why. Alexandria and I were like two peas in a pod she was my everyday girl my number one supporter in everything i did in life.

During these short winter days with their few precious hours of daylight, I’m reminded of our PALS Mentors, and the bright lights they have been to those newly diagnosed with breast cancer. After the initial shock of receiving this diagnosis, taking those first tentative steps into this unknown territory requires a sense of trust that the treatment process will lead to better things. Those who have already walked a similar path are in a perfect position to nurture that confidence. Some who are newly diagnosed with this disease will have strong support systems among their families and friends; others go it alone or with minimal support. Wherever a person may lie on the spectrum of support, most derive great benefit and reassurance from conversations with others who have “been there”.

One thing I believe is a necessity in growing up is having a mentor. Having a mentor is, not only, beneficial for the mentee but also the mentor. Being a mentor is a learning experience for everyone participating, it helps people grow as a person and friendships are created when a bond if formed. Some people might think it's a waste of time for a child or that it'll never work out for a troubled delinquent but based on the research I've done, I have proven them wrong. Through-out this paper I will provide the pros and cons of mentoring and how they affect both mentor and mentee. To back up my proposal that mentoring is supporting, I will supply examples to answer the question: Is mentoring really important?

The aim of this essay is to discuss on how the reflection on mentorship will be undertaken, how and why the model of reflection will be used and the importance of confidentiality. I will reflect the mentorship by ensuring that the mentee during clinical practice is put at ease throughout the learning experience of four weeks (Quinn, and Hughes 2007, p. 29). Also, I will use the principle of Kolb’s learning cycle as my model of reflection because reflecting is an essential element of learning. As I am the mentor, I will follow this cycle in a clockwise direction with Jude, so she would have to reflect on the skills learnt by reviewing the whole situation (Kolb’s learning cycle 1984 in Rose and Best 2005, p.129). This would enable Jude to

Mentorship is very important in the workplace especially in the area of training and development. The mentor-protégé relationship is a much needed relationship that begins in the early career stage and this relationship involves the current or new employees and the supervisor or other colleagues that provide work-related guidance. The relationship itself is comprehensive and involves “educational, occupational, physical, social, and spiritual development” (Greenhaus,, Callanan, & Godshalk, 2010, p 211). One of the initial task of the early career the establishment of the career field which involves the gaining of the workplace competence, learn what is needed to excel in the organization, and to gain acceptance in the workplace to be recognized as the valued employee. There are many ways of achieving the above mentioned advantages in the workplace which one main method is through the use of the mentorship 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

As part of my introduction, I would like to mention that my research project is about mentoring where I have chosen ‘questioning’ as my strategy. In this report, I will discuss in detail about my ‘Mentoring through Questioning’, which is a key for my research project report. Here, I will cover the project’s context in which it was set, my aims and focus of the project, my justification on why I have chosen mentoring through questioning and the types of questions being used during this project, in support of the relevant literature. And then eventually, I will mention about the interactive sessions between a mentor and mentee, the reflection or the perspectives, specifying the self-analysis as well as the required feedback from mentee as part of the research strategy. Later, I will conclude this report by mentioning about the effectiveness of mentoring sessions and the future actions planned for my skills development.

When you’re a teenager, you need someone to look up to, you need a mentor. You need an inspiration. This person can be anyone. It could be a teacher, a friend, a sibling, a parent, an aunt or uncle, a grandparent, anyone. For me, this person is my dance teacher Erica Ireland. Webster 's Dictionary defines a mentor as “someone who teaches or gives help and advice to a less experienced and often younger person.” Erica fits into that definition. Not only is she my mentor, but she is also my inspiration. Webster’s Dictionary defines an inspiration as “something that makes someone want to do something or that gives someone an idea about what to do or create”, or “a force or influence that inspires someone”, as well as “a person, place,