Purpose. To explore the phenomenon of the mentor–mentee relationship and to characterize this relationship among people who have obtained early career. opportunity to be part of a mentoring learning network. The mentor/mentee relationship is one based on reciprocity. It is not a “hierarchical” relationship and. “Mentoring up” is a concept that empowers mentees to be active participants in their Thus, they stress the importance of assessing the mentor's and mentee's.
They know the trends, important changes and new practices that you should know to stay at the top of your career. A mentor like this would be someone you can discuss ideas regarding the field, and also be introduced to key and important people that you should know. This is someone who doesn't just focus on the profession. This mentor will be able to give insight on the industry as a whole. Whether it be research, development or key changes in the industry, you need to know.
Politics in the organizations are constantly changing. It is important to be knowledgeable about the values, strategies and products that are within your company, but also when these things are changing. An organization mentor can clarify missions and strategies, and give clarity when needed. This mentor can speed quickly over the bumps, and cut through the unnecessary work. This mentor can explain the 'ins and outs' of projects, day to day tasks, and eliminate unnecessary things that may be currently going on in your work day.
This mentor can help to get things done quickly and efficiently. This is an up-and-coming, incredibly important position.
Technology has been rapidly improving, and becoming more a part of day to day transactions within companies. In order to perform your best, you must know how to get things done on the newest technology.
A technology mentor will help with technical breakdowns, advise on systems that may work better than what you're currently using, and coach you through new technology and how to best use it and implement it into your daily life. These mentors are only examples. There can be many more different types of mentors. Look around your workplace, your life, and see who is an expert that you can learn something from.
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February Learn how and when to remove this template message Some elements of mentoring. There are two broad types of mentoring relationships: While formal mentoring systems contain numerous structural and guidance elements, they still typically allow the mentor and mentee to have an active role in choosing who they want to work with.
Formal mentoring programs which simply assign mentors to mentees without giving these individuals a say have not performed well.
Even though a mentor and a mentee may seem perfectly matched "on paper", in practice, they may have different working or learning styles. As such, giving the mentor and the mentee the opportunity to help select who they want to work with is a widely used approach.
Informal mentoring occurs without the use of structured recruitment, mentor training and matching services. Informal mentoring arrangements can develop naturally from business networking situations in which a more experienced individual meets a new employee, and the two strike up a rapport. In addition to these broad types, there are also peer, situational and supervisory mentoring relationships.
Informal relationships develop on their own between partners. Formal mentoring, on the other hand, refers to a structured process supported by the organization and addressed to target populations. Youth mentoring programs assist at-risk children or youth who lack role models and sponsors . In business, formal mentoring is part of talent management strategies which are used to groom key employees, newly hired graduates, high potential-employees and future leaders.
The matching of mentor and mentee is often done by a mentoring coordinator, often with the help of a computerized database registry. The use of the database helps to match up mentees with mentors who have the type of experience and qualifications they are seeking. A woman provides mentoring at the Youth For Change program.
There are formal mentoring programs that are values-oriented, while social mentoring and other types focus specifically on career development. Some mentorship programs provide both social and vocational support. In Metizo created the first mentoring certification for companies and business schools in order to guarantee the integrity and effectiveness of formal mentoring.
Certification is attributed jointly by the organization and an external expert. These mentoring relationships vary  and can be influenced by the type of mentoring relationship that is in effect. That is whether it has come about as a formal or informal relationship. Also there are several models have been used to describe and examine the sub-relationships that can emerge. For example, Buell describes how mentoring relationships can develop under a cloning model, nurturing model, friendship model and apprenticeship model.
The cloning model is about the mentor trying to "produce a duplicate copy of him or her self. However, one person may be more knowledgeable in a certain aspect or another, but they can help each other to progress in their work. A lot of time, peer relationships provide a lot of support, empathy and advice because the situations are quite similar. Short-term relationships in which a person mentors for a specific purpose.
This could be a company bringing an expert in regarding social media, or internet safety. This expert can mentor employees to make them more knowledgeable about a specific topic or skill. This kind of mentoring has'go to' people who are supervisors.
These are people who have answers to many questions, and can advise to take the best plan of action. This can be a conflict of interest relationship because many supervisors do not feel comfortable also being a mentor. Participants from all levels of the organization propose and own a topic. They then meet in groups to discuss the topic, which motivates them to grow and become more knowledgeable.Mentoring Series: The Role of a Mentee
Flash mentoring is ideal for job shadowing, reverse mentoring, and more. Creates a low-pressure environment for mentoring that focuses on single meetings rather than a traditional, long-term mentoring relationship. Meta-analysis of individual research studies found mentoring has significant behavioral, attitudinal, health-related, relational, motivational, and career benefits.
Originally, the concept of mentoring functions was developed based on qualitative research in a organizational context with functions being subsumed under two major factors: Setting up a career development mentoring program for employees enables an organization to help junior employees to learn the skills and behaviours from senior employees that the junior employees need to advance to higher-responsibility positions.
This type of mentoring program can help to align organizational goals with employees' personal career goals of progressing within the organization. It gives employees the ability to advance professionally and learn more about their work.
This collaboration also gives employees a feeling of engagement with the organization, which can lead to better retention rates and increased employee satisfaction.
Mentorship - Wikipedia
The most talented employees in organizations tend to be difficult to retain, as they are usually seeking greater challenges and responsibilities, and they are likely to leave for a different organization if they do not feel that they are being given the opportunity to develop. Top talent, whether in an innovation or management role, have incredible potential to make great things happen for an organization.
Creating a mentoring program for high-potential employees that gives them one-on-one guidance from senior leaders can help to build the engagement of these talented employees, give them the opportunity to develop, and increase their retention in the organization. One of the top ways to innovate is by bringing in new ideas from senior employees and leaders from underrepresented groups e.
Who is an underrepresented group depends on the industry sector and country. In many Western countries, women and ethnic minorities are significantly underrepresented in executive positions and boards of directors. In some traditionally gender segregated occupations, such as education and nursinghowever, women may be the dominant gender in the workforce. Mentors from underrepresented groups can empower employees from underrepresented groups to increase their confidence to take on higher-responsibility tasks and prepare for leadership roles.
By developing employees from diverse groups, this can give the organization access to new ideas, new ways of looking at problems, and new perspectives.
This also brings cultural awareness and intercultural dialogue into the workplace. These relationships tend to lead to success within the organization and increased job satisfaction. However, when paired with majority mentees, their perceived worth automatically increases due solely to the majority status of their mentees.
Minority mentors tend to impart emotional benefits onto their mentees. While mentoring typically involves a more experienced, typically older employee or leader providing guidance to a younger employee, the opposite approach can also be used. In the s, with the rise of digital innovations, Internet applications and social mediain some cases, new, young employees are more familiar with these technologies than senior employees in the organizations. The younger generations can help the older generations to expand and grow towards current trends.
Everyone has something to bring to the table, this creates a "two way street" within companies where younger employees can see the larger picture, and senior employees can learn from young employees.
Employees must have a certain set of skills in order to accomplish the tasks at hand. Mentoring is a great approach to help employees get organized, and give them access to an expert that can give feedback, and help answer questions that they may not know where to find answers to.
Although mentorship can be important for an individual's career advancement, in the United States it historically has been most apparent in relation to the advancement of women and minorities in the workplace. Until recent decades, American men in dominant ethnic groups gained most of the benefits of mentorship without consciously identifying it as an advancement strategy. American women and minorities, in contrast, more pointedly identified and pursued mentorship in the second half of the twentieth century as they sought to achieve the professional success they had long been denied.
These publications noted the many specific benefits provided by mentorship, which included insider information, education, guidance, moral support, inspiration, sponsorship, an example to follow, protection, promotion, the ability to "bypass the hierarchy," the projection of the superior's "reflected power," access to otherwise invisible opportunities, and tutelage in corporate politics.
A Harvard Business Review survey of 1, top executives published infor example, showed that most had been mentored or sponsored and that those who received such assistance reported higher income, a better education, a quicker path to achievement, and more job satisfaction than those who did not. In Edgar Schein described multiple roles for successful mentors. Matching individual and organizational needs He said that some of these roles require the teacher to be in a position of power such as "opener of doors, protector, sponsor and leader.
A manager can mentor their own staff, but more likely will mentor staff in other parts of their organisation, staff in special programs such as graduate and leadership programsstaff in other organisations or members of professional associations. Mentoring covers a range of roles.
Articulating these roles is useful not only for understanding what role you play, but also for writing job applications. Alternatively, to help you as you start this process, we have included a sample expectations document Suppl.
This document is a modified version of the documents we utilize with our graduate student trainees. Which brings us to Rule 2. Tailor the expectations document to your audience and environment In most research labs, there are personnel at a variety of career stages—postdocs, graduate students, undergraduates, and other scientific staff.
Each of these groups has unique needs to address; as a result, it is useful to have separate documents for different personnel groups. Examples of graduate specific elements in the provided sample include indicating that the student is responsible for fulfilling course requirements, but that the mentor is available to help guide these decisions. For undergraduates, you may choose to discuss your grading policy, while for staff you may discuss their role in lab management, and the version for postdoctoral researchers may emphasize expectations regarding leadership and independence.
You will also want to tailor your document to the type of research environment that your mentees work in.
Ten simple rules for developing a mentor–mentee expectations document
As discussed in a later rule, expectations may differ for research settings that are theoretical, computational, experimental, fieldwork based, or a combination of these environments.
Convey the big picture Ideally, the expectations document should provide the mentee with an understanding of your lab culture and approach to their training. Providing an overview of the lab environment as well as describing your mentoring philosophy can assist the mentee in establishing a positive relationship with both you and the other lab personnel. This information can also help prospective mentees determine whether your lab is an environment where they can picture themselves thriving.
In our example, we provide both an overview paragraph summarizing these elements as well as comments throughout that relate our mentoring philosophy. While these guidelines provide an excellent source for developing your big picture philosophy, in our experience it has been beneficial to move beyond the mentoring philosophy and also convey some of the specific rules of the lab.
It is not feasible to concisely list all guidelines related to lab performance or work expectations—however, clearly stating these rules can prevent significant conflict in the mentoring relationship. In our example document, we discuss hours and vacation, detail the overall requirements for lab safety and lab jobs leaving further specifics to our lab protocolsconflict resolution, and outline how authorship is determined. Ultimately, you will want to confirm that the expectations that you outline for your mentees are consistent with the rules and regulations of your institution.
For example, a student who wants regular feedback may struggle while working with a mentor who prefers a hands-off approach. Articulate boundaries When constructing your expectations, be mindful of the power differential that exists between you and your mentee. The expectations document may be used to communicate professional boundaries, such as whether the mentee will be expected to contribute to work commonly performed by the mentor e. Additionally, you can use the expectations document to articulate personal boundaries.
For example, to maintain work—life balance, we have included information in our example on how much time a student should expect for answers to their questions and situations where it would be appropriate for the mentee to call on a personal number. Work with others to develop your expectations document Are you feeling stuck or overwhelmed? Getting input from people with different perspectives may make it easier for you to develop your expectations document and determine sections that need more detail or clarification.
For example, you may want to discuss your document with your own mentors, colleagues, or your more senior mentees. One especially effective strategy is to develop a small writing group with a few colleagues where each member develops an expectations document over the span of several meetings. In addition to their insights, the peer pressure to have a completed document for the next meeting may help to motivate you to complete this task.
Plagiarism is okay sort of As you look through examples or work with your colleagues, it is likely you will find statements that resonate with your approach. However, we encourage you to think critically and be certain that any statement that you use truly reflects your actual mentoring approaches—this is essential to prevent sending mixed messages to your mentees.
Ten simple rules for developing a mentor–mentee expectations document
However, as the mentee progresses through their training and sees the mentoring expectations put into practice, new questions may arise regarding the interpretation and implementation of these guidelines.
Regular conversations about the expectations document can help maintain an open channel of communication, head off misunderstandings, and provide feedback for document revision. These conversations lead to our final rule. This is a living document As noted in Rule 1, it is appropriate to start with a smaller expectations document and add or refine content over time as needed.