What Attributes Of An Effective Mentor / Preceptor Did This Person Demonstrate? Essay

The qualities of the mentor are an important element of the learning environment. This includes professional and personal qualities such as professionalism, a friendly nature, understanding and patience (Beskine 2009). Added to this the learner must be made to feel welcome through staff attitudes, this will help the learner to become integrated into the clinical environment (Hutchinson, 2003). Throughout the learning experience I felt that I had a strong professional relationship and that being ‘A’ ’s mentor being approachable and friendly enabled us to maintain a trusting relationship conducive to learning. This relationship, according to ‘A‘, reduced stress and anxiety. Locken and Norberg (2005) state that anxiety in students becomes reduced when mentors are able to build a good working relationship with their student and are able to work with them for almost all of their placement. One potential barrier in creating an effective

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.

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”.

"Mentoring is a special quality, skill set and attitude," she says. "The benefits are not only between the mentor and mentee, but the future generations."

We often meet wise people who we trust to guide us. Some consider these individuals to be mentors because they support or influence us in a special way. A mentor can be anyone, such as a someone who guides you through a tough job, or even your mom and dad! What makes all these people similar is that they all have likeable qualities. The qualities that I think make a good mentor are patience, determination, and a good-listener.

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

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

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

a. My interviewing skills have come to help me know my mentor (Harriet Kulakoff) as a person because they allowed me to engage with her in conversation not only about her thoughts on healthy aging but to explore some of her interests such as playing tennis and golf or going swimming. Throughout the interview, building off the questions asked by my team members I was also able to illicit her opinion about varying issues including the use of social media and gain her thought on the younger generation and what we can do to support each other as we age as well as become more engaged with each other in light of our seeming dependence on social media. It was an enriching experience to listen to my mentor and having the right interviewing skills to ensure that both she, myself and my team members were comfortable and engaged aided in us having a successful and productive interview.

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).

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

There have been many people in my life that had served as a mentor to me. This one in particular has had the biggest impact on my life so far. He was my basketball coach, Coach Ham. Our relationship ever since the first day I saw him has always been good. We both met at the Euclid High School girl’s gym. My sister had basketball practice that day and the coach wanted me to go up there too. When I walked into the gym, I saw him sitting in an athletic sports chair on the side yelling out plays to run to the other girls. After my sister, Rashida, introduced me to him, he asked me if I wanted to practice with them, probably because I had already had my basketball gear on from my previous practice at the middle school. I did and but didn’t want to practice with them because they were all older than me. I thought I would not be able to keep up with the other girls and they would get angry at me or I would slow them down. After a lot

Ever since I was a child, I have always felt the lack of a mentor in my life. I grew up in a single-parent immigrant family with my mother who could barely speak English. With many responsibilities at home such as reading every letter, writing checks to pay bills, and translating for my mother, I often have to face many personal or academic challenges on my own. Although I eventually learned to cope these challenges independently, I always felt the lack of guidance in my life. I had many unanswered questions about the meaning of life and success, but I did not know who I should talk to. When I joined a philosophy club during my junior year of high school, I met my mentor Rob who has since become the greatest influence in my life. Rob was the coordinator of the philosophy club. He was responsible for coordinating weekly meetings and philosophical discussions. Every week I would analyze a philosophical reading with a few other students and talk about the meaning behind it. We would then eat lunch with Rob and talk about our life. Through the time we spent together, he not only guided me through the thought-liberating world of philosophy, he also transformed the way I perceive about the world and the meaning of life. I still remember distinctively our conversation about the definition of success. When I asked him what is his definition of success, he said, “I think success should not be clearly defined because