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Mentoring By Suzanne Moore |
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Mentoring is defined as "the act of helping someone else learn
something that would have otherwise been learned less well, more
slowly, or not at all." (Bell, 2002) In this brief paper, we
will discuss where mentoring is used, the different ways mentoring
can be used and delivered, the benefits to mentor and protégé,
and the components of a healthy mentoring relationship. Finally,
we will discuss one VP's experience with mentoring. Mentoring is used in authentic settings for the purposes of emerging
leader development, retention of knowledge of the about-to-retire
generation, succession planning, diversity, career development,
new hire orientation, improvement of technical knowledge, and competency
development and retention (See
ASTD). When we think of mentoring, we typically identify with
a person-to-person relationship. However, there are many other types
of mentoring available such as e-mentoring, mentoring e-bulletin
boards, mentoring e-document vaults, threaded discussions, self-directed
mentoring and 24/7 call centers for technical support. This paper
will focus on aspects of a person-to-person mentoring relationship.
A mentor, as defined earlier, helps someone else learn. The mentor's
goal is to create a safe context for growth (Bell, 2002). In order
to be effective, a mentor must know how adults learn and become
a catalyst in a process of discovery and insight. A mentor is a
giver, and at the same time someone who allows the learner to struggle
to find their way, while providing gentle guidance. The mentor must
focus on discovery and learner independence. The mentor/protégé
relationship must be a balance of power and influence. The relationship
should be a balanced alliance, grounded in mutual interests, interdependence
and respect (Bell, 2002). Expectations and roles must be communicated
early. There must be a spirit of generosity and acceptance versus
a focus on rules and rights. The partnership must recognize differences
while respecting common needs and objectives. Feedback must be straightforward,
filled with genuineness, candor and trust. The mentor must demonstrate
courage to take risks with learning and set the example for the
protégé. The mentor must truly enjoy the learning
process and be a continual fan of the learner. Both mentor and protégé can benefit from the mentoring
relationship. The protégé experiences greater job
satisfaction by having a role model to motivate and guide them to
reach career goals and objectives. As a result, self-confidence
is fostered. The mentor can find the mentoring relationship to be
rejuvenating, fulfilling and satisfying. We should also mention
that the organization can benefit from a mentoring relationship.
Since protégés experience greater job satisfaction,
turnover and absenteeism will tend to decrease and company loyalty
will tend to increase (See Mentoring
Solutions). There are four components of a healthy mentoring relationship as
illustrated in the graphic below: A mentoring relationship will thrive if both parties can agree
on objectives that promote mastering skills, not necessarily total
mastery. Mentoring promotes a continual expansion of knowledge.
The mentoring relationship should be a partnership. Learning involves
risk and the mentor and protégé should be open to
experimentation. . . . .a no risk, no reward mindset will help the
protégé expand his/her learning horizons. The mentor
should create a spirit of connection so the protégé
will be able to retain the learning. And finally, a mentor must
be willing to set the learner free. The mentoring relationship involves
continuous "letting go." If the protégé
is dependant, he or she will be uncertain and insecure. It behooves
the mentor to encourage growth through teaching and letting go. I interviewed Mark Hoffman, Vice President of Human Resources at
St. Jude Medical. Mark had participated in a number of mentoring
relationships during his career. His feeling is that a mentoring
relationship must be symbiotic or it feels like "asking the
ugly girl to dance." (personal communication, 1/27/04) There
must be a connection that works for both parties or there won't
be a motivation to learn and share. Mentoring can be a highly beneficial partnership for the mentor,
the protégé and the organization. Used effectively,
mentoring can be a viable performance technology tool that may complement
the training intervention that has become the hallmark "comfort
zone" for corporate America. References
Author Note
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