The Tutor as a Mentor

Transcription

1 The Tutor as a Mentor What is a Mentor? A mentor is considered to be the wise and trusted counselor of a junior person. The mentor engages in the process of forming and maintaining a relationship with their protégé (male) / protégée (female) that is developmental and beneficial for both parties. What are the qualities of a good Mentor? Due to the nature of mentorship, mentors need to possess a number of personal and interpersonal characteristics. Personal Characteristics: i. Excellent self-knowledge, self-acceptance and self-regard. ii. Self control. iii. Openness to ideas and discussion. iv. Ability to express personal feelings. v. Commitment. Interpersonal Characteristics: i. Cultural sensitivity. ii. Respectfulness. iii. Honesty in communication. iv. Empathy. v. Practical outlook. vi. Why is mentoring important? How many of these characteristics do you have? Can you think of any more? What can you do to improve on the qualities that you have? Intern/Tutor Training Programme Page 1 of

2 Why is mentoring important? Mentoring of a junior person helps them to understand and accept the core values of the profession / organization with which they are associated. By having a suitable role model the junior person learns to use the theoretical knowledge they possess and integrate this with the skills and attitudes that are required for them to become 'socialized' into the profession / organization. Perhaps most important is the improvement of interpersonal exchanges that occurs as a result of mentoring. Research shows us that persons who have been mentored have increased promotion rates, increased career mobility and greater career satisfaction. What is effective mentoring based on? Mentoring is made more effective when: i. it is based on a structured one to one relationship. ii. it is focused on the needs of the protégé / protégée. iii. it encourages both participants to develop to their full potential. iv. it fosters caring and supportive relationships. v. it helps the protégé / protégée create a personal vision. What are the functions of mentoring? Mentoring has two main functions, namely: i. Career functions, which result in enhanced career development; and ii. Psychosocial functions, which result in enhanced feelings of competence. Intern/Tutor Training Programme Page 2 of

3 Career functions of mentoring Sponsorship Exposure / Visibility Career functions Coaching Protection Challenging assignments Figure 1: Career functions of mentoring. Sponsorship This involves the active nomination of the protégé / protégée for desirable positions for which they have the necessary competencies. Exposure / Visibility: This is the process where the protégé / protégée is paired with a mentor who has the capacity to expose them to professional / organizational opportunities that will enhance their career development. By raising the protégé / protégée s visibility such opportunities can be converted to reality. Coaching: This is based on providing the protégé / protégée with the skills to set career objectives, practical advice on the achievement of the objectives and methods for ensuring that recognition for achievements is given. Challenging assignments: Protégé / protégée s develop the necessary professional competencies by being given assignments, which the mentor knows will result in competency growth. Protection: The mentor uses their insight and experience to advice and steer the protégé / protégée away from situations which may prove to be dangerous to their career development. Using each of the five key career development elements, think of practical examples of ways that the mentor, can enhance the career development of the protégé / protégée. Intern/Tutor Training Programme Page 3 of

4 Psychosocial functions of mentoring Friendship Role modeling Career functions Counseling Acceptance / confirmation Figure 2: Psychosocial functions of mentoring. Friendship: This term is used to indicate a relationship between mentor and protégé / protégée that is satisfying and pleasant for both parties. Role modeling: The mentor becomes a model of the professional behaviors that the protégé / protégée attempts to copy / emulate. Acceptance / confirmation: This is the process where the mentor provides a psychosocial environment where the protégé / protégée receives positive feedback and confirmation of the development as well as the acceptance of themselves as a worthy individual. Counseling: This facet must not be confused with professional counseling services but is rather the provision of assistance in helping the protégé / protégée identify and work out those problems that are career based. Can you think of practical ways of developing your mentorship skills, using the four psychosocial functions of mentoring? What pitfalls should you consider related to these psychosocial functions? Intern/Tutor Training Programme Page 4 of

5 Establishing a mentoring relationship The success of a mentoring relationship is largely dependent on how the relationship is established. The following elements need to be considered by both parties: The mentor must: understand that the protégé / protégée is concerned about how you see them. determine the specific needs and expectations of the protégé / protégée. clarify issues related to confidentiality. discuss plans with the protégé / protégée as to how their personal objectives will be met. The protégé / protégée must: ensure that the relationship is protégé / protégée driven. develop a sense of trust for the mentor. determine a system of managing crises and problems. set the parameters for the relationship. discuss issues such as assessment and feedback. Create a checklist of the issues that must be addressed in establishing the relationship. Intern/Tutor Training Programme Page 5 of

6 Working within the relationship Once a relationship has been established it is essential that the career and psychosocial functions of mentoring are then expanded to their maximum. For this to happen the mentor and protégé / protégée must ensure the following: Mentors must: Communicate! COMMUNICATE! COMMUNICATE!! monitor the provision of development opportunities. actively engage with the protégé / protégée to ensure problems are identified and solved. keep close watch on the progress of the protégé / protégée and give advice for correction as and when needed. Protégés / protégées must: Communicate! COMMUNICATE! COMMUNICATE!! seek advice from the mentor should any problems arise. give the mentor regular feedback on how well objectives are being met. Give a few practical examples of how you will ensure that the working phase of the relationship is successful. Evaluating the relationship The continued development of both the mentor and the protégé / protégée, following the 'official' closure of the relationship depends on accurate and honest evaluation of the relationship. Mentors must: have had their efforts recognized. have received feedback on their mentorship skills. pass on the lessons they have learnt. Intern/Tutor Training Programme Page 6 of

7 Protégés / protégées must: have had their efforts and achievements observed and recognized. have established new goals for their future. have gained professional competence as a result of the relationship. Review the skills required of a mentor and the functions of the mentorship. Are you ready to mentor? / Are you ready to be mentored? What do you need to do to ensure that you are ready for such a relationship? Intern/Tutor Training Programme Page 7 of

8 REFERENCES Kreitner R, Kinicki A (2001) Organizational Behaviour (5 th Edition). McGraw Hill, New York. McCown R, Driscoll M, Geiger Roop P (1995) Educational Psychology (2 nd Edition). Allyn and Bacon, Boston. Robbins SP, Dencenzo DA (2001) Fundamentals of management (3 rd Edition). Prentice Hall, New Jersey. Van der Horst H, McDonald R (1999) Outcomes-Based Education, A Teachers Manual. Kagiso, Cape Town. Intern/Tutor Training Programme Page 8 of