Proté Mentoring Mindset

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 relationship orientated – it provides a safe environment where the mentore shares any issues which can affect their mentors professional and personal success. Mentoring also focuses on work/life balance, self confidence and self perception.

These mentoring relationships consisted of providing support and encouragement along with a nurturing environment for the new leaders (Enomoto et al., 2000). Although the protégées learned a great deal with skill development and leadership opportunities in advancing their careers, the mentoring experiences benefitted both parties involved. The mentoring relationships were reciprocal and mutual (Enomoto et al., 2000). Not only is the individual perspective of the protégée valuable but also her community perspective. For example, one of the protégées who is a Hispanic assistant principal, who spoke the language of her Hispanic families, felt she could provide a better insight for her principal regarding her connections to that community (Enomoto et al., 2000). Within the mentoring program, mentors appreciated the perspectives of their protégées. Outside of the sharing of information and offering various perspectives, new leaders were looked at as confidantes and a friend.

Mentoring is a skilled mindfulness and reinforcing instrument. It is a capable strategy for peopling to progress in their occupations and is getting the opportunity to be growing predominant as its potential is made sense of it. It is a relationship between two people (mentor and mentee) ordinarily working in a near field or having similar experiences. It is a helpful relationship based upon shared trust and respect.

My organization focuses heavily on mentoring relationships. Anytime a new individual is hired, we try to ensure that they will receive the training necessary to take their bosses job. We focus heavily on them knowing their job and the job two levels beyond their current position. This has proven effective in getting individuals to understand the "Why" behind some of the mundane things they do.

Earlier research distinguished two types of mentoring relationships; instrumental and psychsocial (Flaxman, Ascher. & Harrington, 1988). The findings from these studies are mixed, but would be difficult to interpret in any case given. Differences between ethnic/racial groups are also found within the United States. Developmental differences have significant implications for mentors to work with children and youth of different

My philosophy on academic advising is to be a coach and mentor to my students. My main goal of academic advising in coaching and mentoring is to develop my students’ critical thinking skills and problem-solving competences.

Study focused on a conceptual model of the mentoring process, drawing from theory and research on child and adolescent development and close relationships. Youth mentoring is popular and widespread phenomenon that promotes and develops positive experiences with young people. Researchers argue this mentoring process discussed should be guided by solid conceptual models that incorporate relevant theoretical perspectives from the literature on child and adolescent development. Results concluded a conceptual framework that portrays a close mentoring relationships as the catalyst for three interviewed process: enhancement of social and emotional development, improvements in cognitive function thought conversation, joint activity, and guided instruction.

The issue with the majority of mentoring studies starts at the very beginning, Clutterbuck suggests that the biggest problem for research into mentoring is still to define what it is. (D.Clutterbuck.1996) Phillip suggests that mentoring can have varied meanings and that the terminology exposes a varied amount of assumptions. The example he gives is that mentoring young people has been related to schemes aiming at tutoring, coaching, counselling, role modelling, advising and teaching. Likewise a variety of terms could apply to the young person being mentored such as mentee, apprentice and pupil. The actual process may also have various descriptions given to it such as, helping, advising and guiding. However the knowledge and understanding of

This paper critically explores the role of mentoring as a tool for developing effective leaders in the

NAVY” defined mentorship in an organizational environment as, “positive emotional valence, increasing mutuality, a range of career and psychosocial functions, an intentional focus on the development of the mentee's career and professional identity, and a generative interest on the part of the mentor in passing along a professional legacy” (Johnson & Anderson, 2015, para. 1). A very important key in this definition is the passing along a professional legacy. The legacy can be anything of importance really and I tend to pass a legacy down through my position to subordinates in addition to my kids at a personal level. When training another to do a job, you would train that individual towards the standards of the company and of which you yourself would perform the duties of that position. Just as you would mentor your kids towards being polite and respectful, possibly hard working and completing their chores in a timely manner hopefully developing an adult later in life that is timely with work responsibilities in addition to being polite and respectful to coworkers. Mentorship has a great untold responsibility in an individual’s life that can decide the successful transition from teenager to adult or journeyman to professional, but hard work must also be put into the objective by the person trying to achieve his or her goal as a mentor can only provide so much to the

It has been reported that the key to effective mentorship is strongly associated with the relationship formed between the mentor and the mentee. The mentor should develop a relationship built on mutual trust and respect. May et al (1982) suggest that the relationship should be intense, personal and emotional. In reality, seeking these qualities in a professional relationship may appear contrived, and lead to uncomfortable situations. Hunt and Michael (1983) support this, and suggest that mentoring relationships should be a more formal alliance.

The authors point out that the history of mentoring is extensive and began with a more mature and experienced person engaging in a relationship with a less experienced person. The central purpose of both coaching and mentoring is to transfer specific knowledge and skills from one to the other with the intent of fostering independence (Garvey, Stokes, & Megginson, 2014). Garvey et al., (2014) distinguish the difference between coaching and mentoring. According to the authors, coaching is the act of facilitating and mentoring is the practice of giving advice and expert recommendations (Garvey et al., 2014). The authors believe that coaches listen, ask questions, and enable mentees to discover for themselves what is right for them, whereas mentors talk about their personal experience assuming it

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.

The term “mentoring” has surged into the literature in many disciplines (e.g., sociology, social psychology, education, management, social work, healthcare management, etc.) over the last several decades. Mentoring emerged in the organizational literature in the late 1970s (e.g., Clawson, 1979; Collins and Scott, 1978; Kanter, 1977; Phillips, 1977; Roche, 1979; Shapiro et al., 1978). Since that time, hundreds of books and articles (popular press, practitioner-oriented, and academic) have been published on mentoring in various organizational settings alone, not to mention other settings in which mentoring has been examined (e.g., teaching, nursing, social work, etc.) (Kelly, 2001). Published works in the organizational literature on mentoring have been anecdotal, conceptual, and empirical; and several journals have dedicated special editions to mentoring. By and large, these published works have highlighted the overwhelming perceived benefits (e.g., increased mobility, promotion opportunity, and total compensation), and minimal perceived drawbacks of mentoring (Campion and Goldfinch, 1983; Kelly, 2001; Scandura, 1992, 1998; Whitely et al., 1991, 1992). Hence, mentoring has been proclaimed as one of the key career development and advancement tools in the