Business 318
Case Study 3
Generation Gap: Mentors and Protégés (Chap 13 ) pg 442
1. I believe in order for a mentor program to be successful there should be a formal type of structure with support from all levels of management. I believe that employees who are going into the mentoring program as either Mentees or Mentors should also be motivated individuals who choose to participate and not instructed to do so. If I were building a mentoring program I would first start with a formal structure that would have a set up of expectations as a mentor and a mentee of what is expected from both parties. I would complete a match process for mentors to mentees that would use a character/trait comparison of what accomplishments both have and
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4. I would say that charismatic and transformational type of leaders would be the best type of leaders for a mentor relationship. In particular leaders with Idealized influence, Inspirational Motivation, Intellectual Stimulation, and Individualized Consideration characteristics would be the best to look for in a mentor relationship. Leaders with Laissez-Faire, Management by Exception (passive & active) characteristics are going to be the best mentors because they generally are not going to be an effective leader compared to the other leaders who lead by example.
Eric Ringenberg
Business 318
Case Study 3
The Politics of Backstabbing (Chapter 14) Pg 477
1. I believe that some individuals just have a ‘built in’ character that in a way allows them to backstab others for their gain. What I mean by this is that the person’s character is flawed in the manner that they don’t see the actions they are doing as un-ethical; instead they determine the actions are necessary to get the end result of a goal they set no matter the cost to others. I believe that over time individuals lose site of their ethics and began to engage in political backstabbing as a way to get ahead because this practice has begun to become a norm for organizational politics. In particular I believe the main contributing factor is the environment that the individual is presented into in such that if the organization looks the other way when political backstabbing occurs then that individual
Mentors should reflect confidence, hope, optimism, and resiliency as well as the ability to promote others and their strengths. This sounds uncannily like the descriptions of an authentic leader that we have been reading about in our literature.
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.
In this essay, the advantages and disadvantages of two core theoretical models of coaching (GROW and Skilled helper model) and one of mentoring (5 C’s mentoring model) will be critically appraised.
but at the same time a coachee will need a push to reach and achieve
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 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.
Implementing a strong mentoring program that fosters individual and personal growth within the company is vital for the future of this firm. This includes setting up and maintaining a mentoring program. The mentoring program will be set up with individuals from all levels of achievement, that are willing to devote a portion of their time to the firm’s prosperity.
The start of the 20th centaury there has been the approach that the Great man theories,qualiteis approach that great leader are born despite more interest being set in psychological theories.
Criminologist James Fox of Northeastern University predicts that murders committed by teens will skyrocket as the population of kids 10 and under is higher than population of 21st century teens by 20%. (Stephens) Mentoring is the act of helping out someone that isn't as knowledgeable or experienced in different areas. The goal is to make them leaders. (Patterson)
The research offers vital characteristics to sub-question I: What it takes to create a successful school-base mentor program? First, it must take into consideration the need for a leadership, encouraged program. A school-based mentoring program must have a logical model theory that states, and encourages positive actions and outcomes. A clear mission, with goals, and an exit plan is needed. Internal and external factors will influence the program’s effectiveness and they need to be taken into consideration when building a model program. The end goal for a school-based mentoring program is to achieve meaningful and measurable results.
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.
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
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 scope of this assignment is to critically compare and contrast the two approaches, reflecting on the relevance and value of each, to apply this to my organisation where possible and to offer recommendations where appropriate.
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.