Mentoring
L-8
Get
together with good people and you will be one of them.
Mentoring means
guiding or coaching another person, one-on-one, to learn a specific
skill or task. Many organizations use mentoring as a key element
in new worker orientation. In this case the task is to learn about
the organization and to adapt to the new job successfully. Sometimes
mentoring is used when a volunteer is asked to do a new job or
expresses lack of confidence in some phase of the assigned work.
*Before starting
this module, complete (or review) the modules on leadership styles
(L-1), listening (C-2), coaching (part of M-2, implementing a
plan), interpersonal communication (C- 1), and recognition (V-8).
LEARNING OBJECTIVES
After completing this
module you should be able to:
1. Describe a process
of 5 stages for mentoring.
2. Describe characteristics of a helpful mentor.
3. Develop a successful mentoring relationship.
STAGES OF MENTORING
1. Identify the need
for mentoring. This may be done by the mentor, the one to be mentored,
or a third person (usually a supervisor).
2. Make a tentative
agreement. The mentor and the one to be mentored must accept the
need for the relationship, the task to be learned, and the approximate
time involved (both the length of the relationship and frequency
of meeting).
3. Explore various
possibilities for the mentoring relationship. Listen to each other.
Raise questions. Discuss alternative activities to complete the
learning task.
4. Develop a preliminary
plan which includes a goal and the first steps of accomplishing
the learning task.
5. Implement the plan.
Take the first step. Consult with each other and discuss successes,
doubts, and next steps.
6. Revise and extend
the plan based on feedback and discussion. The mentor may use
democratic or indirect leadership during this phase. Seldom will
directive leadership be appropriate.
7. Repeat steps 5 and
6 until the task is complete according to both the mentor and
the learner.
CHARACTERISTICS
OF SUCCESSFUL MENTORS
They listen to assess
the learner's strengths and needs.
They raise questions and suggest alternatives.
They are patient and thoughtful.
They suggest key people to contact or learning resources to help
the learner.
They use reflective listening to clarify the learner's point of
view.
They do not jump to solutions too quickly.
They support, encourage and praise the learner.
They are clear when describing steps in the learning process.
They break complex activities into small, easy to understand steps.
They never take over complete responsibility for the learning.
Sometimes they demonstrate and/or model a desired skill or behavior.
They understand that every individual and situation are different.
EXERCISE:
Since you are studying
this module you may already have a need for mentoring. If not,
wait until you have a situation where you need mentoring, or create
one. Learning a new teaching technique is an excellent opportunity
for a mentoring relationship (see modules on specific learning/teaching
techniques).
So do it! Follow the
process through the seven stages to develop a mentoring relationship
and learn a new task. As you follow the process be sure to share
this information with your mentor so that person knows exactly
what you are expecting from the relationship.
QUESTIONS FOR DISCUSSION
Did the mentoring process
work for you?
Did you choose (or were you assigned) a compatible mentor?
Was the learning task appropriate for a mentoring relationship?
What went right?
What did not go right?
How would you change the process or the relationship next time?
Can you add any items to the list of "characteristics of
successful mentors?" |
