Mentoring Program Effectiveness

An advantage of mentoring is that it helps to acclimatise less successful workers to the job and organisational requirements. By having a "go to" person to ask questions, discuss scenarios and generally learn the nuances of the company, the mentee can become a productive member much more quickly and never feel that he has nowhere to turn for help. The mentee can gain the sense of achievement that comes from the mentor's feedback and assessment of his progress. The mentee's quest to gain the mentor's approval can serve as a motivating force to continue to improve his performance. The mentor can gain satisfaction from knowing that she is helping an individual and can take a measure of pride in her accomplishments. For a mentor that has already achieved a great deal of success, she can look at the process as a way of "giving back”.

Mentors are influential, senior organizational members with advanced experience and knowledge committed to providing perception to a mentee’s career development. A mentor supports a mentee’s views of self within a work role as well as it supports the mentor’s sense of self for the valuable wisdom and experience they have to share.

Mentoring is a process where a more experience person creates a supportive relationship with an inexperienced, mostly younger person with the aim of providing information and advice. The process of mentoring must benefit both parties.

The concept of how to encourage all students to gain fully from the education system has always been a personal philosophy of mine and since gaining at least a C grade in maths has become a given, for most employment and further education, I wanted to research how mentoring intervention could assist in this goal.

I interview Amani because she is a teenager guided by mentorship. She revealed to me how being mentored by positive, loving, and caring people has changed who she is as a person. She said “I see a big change in myself. It’s like my whole life I’ve been so angry and upset, and it was all because I was being misguided and I didn’t have the chance to become who I am now.” This interview helped me because It kind of showed me what type of response I should be getting from the kids in my program. It is simply a calibration of how the kids that decide to participate in my mentorship program should react.

They helped mentors and protégés develop relationships that centered around goal-setting. They met weekly for 60-90 minutes. Mentors kept journals about their protégés, and were able to write about their progress. Protégés also responded to open-ended surveys about their relationships. Program directors observed mentor/protégé interactions. Seven dominant themes and their importance were demonstrated through the mentoring relationships. These themes were discovered through the use of an open-coding system. Specific examples of how protégés were impacted, including quotes from the journal entries of the mentors, revealed the progress made through those relationships. The data analysis used a grounded theory approach in which the researchers generated a theoretical

This research study examined the presence or absence of a protégé mentoring mindset from the mentor viewpoint. Also, this research study examined the presence or absence of a protégé mentoring mindset from the protégé viewpoint through the eyes of the mentor. Understanding the presence or absence of a protégé mentoring mindset is important in evaluating the mentoring mindset framework. This framework potentially could serve to set standards at the beginning of a mentoring relationship and serve as a guide throughout mentoring relationships. More notably, the framework possibly could serve as a guide to anchor relationships that grow into lifetime connections. Further, better understanding the foundations upon which mentoring relationships

The business community describes mentoring as an employee training system under which a senior or more experienced individual (the mentor) is assigned as an advisor,

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.

Apart from being self-motivated, friendly, and knowledgeable as individual traits that every mentor should have, there are three components that make up effective mentoring: giving constructive feedback, being a role model, and creating a supportive environment (Emanuel, Pryce-Miller, 2013; Vinales, 2015).

In addition, a regular assessment to identify barriers that can limit staff success also is beneficial (Keller, 2006). Mentor Best Practices Positive outcomes occur when the mentor-mentee relationship lasts for 1 year or longer and when the mentor understands what approaches, practices, and attitudes work (Grossman & Rhodes, 2002; Rhodes, 2008). Best practices can serve to increase the rate of success in formal mentoring programs and can reduce negative impacts, such as early relationship termination. Regardless of the reason for termination, it can be perceived by the mentee as intentional rejection (Downey & Feldman, 1996; Downey, Lebolt, Rincorn, & Freitas, 1998; DuBois et al., 2002; Grossman & Rhodes, 2002) and can lead to negative self-perception and lowered academic performance. The literature identifies six best practices for individual mentors: (a) training, (b) commitment to the relationship, (c) respect for the mentee’s background, (d) respect for the individual, (e) mutual activities, and (f) use of support (see Figure 1). Each of these is discussed below. Although those in “helping professions” (e.g., teachers, counselors) who have received formal training have greater predictive success as mentors, training and support provided to lay persons can produce similar results (DuBois et al., 2002). Mentors should avail themselves of

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.

Identify and evaluate the key factors which influence the effectiveness and strength of a mentoring relationship.

The mentoring cost and benefits are complex and multidimensional (Ragin & Cotton, 1999). The perceived benefit should higher than the cost to maintain the training and learning initiative.

The Mentoring Institute (1997) maintains that, in the past, mentoring typically just "happened" as experienced people recognized and developed new talent or as beginners sought the counsel of knowledgeable elders. Now, the institute describes a "new mentoring paradigm": todays protégés are better educated but still need a mentors practical know-how and wisdom ("craft knowledge") that can be acquired only experientially. Therefore, many organizations are instituting formal mentoring programs as a cost-effective way to upgrade skills, enhance recruitment and retention, and increase job satisfaction (Jossi 1997).