The goal of mentoring is to be able to encourage an organization's employees to further improve themselves and the skills that they have or haven’t already mastered (Parsloe, 1999). It has been defined by Eric Parsloe as "a process that enables learning and development to occur and thus performance to improve. To be a successful a mentor requires a knowledge and understanding of process as well as the variety of styles, skills and techniques that are appropriate to the context in which the coaching takes place" (Parsloe, 1999). A good mentor would be able to quickly gain a better understanding of his or her mentee if the person is aptly transparent with regard to his tendencies, capabilities and aspirations (Parsloe, 1999).
Mentoring is usually a formal or informal relationship between two people—a senior mentor (usually outside the protégé’s chain of supervision) and a junior protégé (Sosik & Lee, 2002). Mentoring has been identified as an important influence in professional development in both the public and private sector (Sosik & Lee, 2002).
Formal mentoring programs are structured, have oversight, and have clear and specific organizational goals (Gaskill, 1993). Unlike formal mentoring, informal mentoring has minimal to no structure and oversight and may or may not have a clear and specific goal (Gaskill, 1993). Informal mentoring is normally for interpersonal enhancement, but can also promote career development (Gaskill, 1993). Nevertheless, the success of either type of mentoring is greatly dependent upon clearly defined roles and expectations in addition to the participants’ awareness of the benefits of participating in the mentoring program (Gaskill, 1993).
Benefits of Mentoring for the Mentor
As a result of being a mentor, the person:
• Renews their enthusiasm for the role of expert (Linney, 1999).
• Obtains a greater understanding of the barriers experienced at lower levels of the organization (Linney, 1999).
• Enhances skills in coaching, counseling, listening, and modeling (Linney, 1999).
• Develops and practices a more personal style of leadership (Linney, 1999).
• Demonstrates expertise and shares knowledge (Linney, 1999).
• Increases generational awareness (Linney, 1999).
Benefits of Mentoring for the Protégé
As a result of having a mentor, the employee:
• Makes a smoother transition into the workforce (Young & Perrewé, 2004).
• Furthers his/her development as a professional (Young & Perrewé, 2004).
• Gains the capacity to translate values and strategies into productive actions (Young & Perrewé, 2004).
• Complements ongoing formal study and/or training and development activities (Young & Perrewé, 2004).
• Gains some career development opportunities (Young & Perrewé, 2004).
• Develops new and/or different perspectives (Young & Perrewé, 2004).
• Gets assistance with ideas (Young & Perrewé, 2004).
• Demonstrates strengths and explores potential (Young & Perrewé, 2004).
• Increases career networks and receives greater agency exposure (Young & Perrewé, 2004).
Types of Mentoring
Flash Mentoring-- is a new concept in mentoring which I had no idea about until recently. “13L is a leadership collective of 13 committed mid-career federal employees who have a strong interest in issues related to leadership in the Federal Government. They have worked with the National Academy of Public Administration to develop a pilot Flash Mentoring program for the Federal Government. It is a low budget and simple option to recruit busy executives and other senior staff to become mentors without investing a lot of time. The only requirement is one-hour or less of a mentor’s time to meet with a protégé. During the one-hour session, mentors can share lessons learned, life experiences and advice to aspiring protégés. After this meeting, mentors and protégés can decide if they would like to continue the relationship. The matching process is simple. Mentors and protégés are matched with little or no criteria. Protégés may recruit their own mentors or a 13L staff person can request participants’ resumes then match them at random. Once a protégé is assigned a mentor, it is the protégé’s responsibility to contact the mentor within an established timeframe. After the initial meeting, the mentor and protégé decide whether or not to continue the relationship. Some of the activities mentioned in the formal mentoring program section should be addressed in this type of program. At a minimum, basic instructions on roles and expectations should be given to both the mentor and protégé. Follow-up after the meeting and an evaluation form should also be included in this type of program” (Smith, Howard, Harrington, 2005).
Group Mentoring -- is when “one mentor can be teamed with several protégés who meet at the same time. As the mentor poses questions, listens and reflects he or she engages all members of the group into the conversation (Sosik, & Lee, 2002). Each one has their own experience and insight to share and can draw their own learning from the discussion” (Sosik, & Lee, 2002).
Peer Mentoring -- is usually a relationship with an individual within the same grade, organization, and/or job series (Sosik, & Lee, 2002). The purpose of peer mentoring is to support colleagues in their professional development and growth, to facilitate mutual learning and to build a sense of community (Sosik, & Lee, 2002). Peer mentoring is not hierarchical, prescriptive, judgmental or evaluative.
Reverse Mentoring -- is the mentoring of a senior person (in terms of age, experience or position) by a junior (in terms of age, experience or position) individual (Sosik, & Lee, 2002). Reverse mentoring aims to help older, more senior people learn from the knowledge of younger people, usually in the field of information technology, computing, and Internet communications (Sosik, & Lee, 2002). The key to success in reverse mentoring is the ability to create and maintain an attitude of openness to the experience and dissolve the barriers of status, power and position (Sosik, & Lee, 2002).
Situational Mentoring -- is the right help at the right time provided by a mentor when a protégé needs guidance and advice (Sosik, & Lee, 2002). It is usually short term addressing an immediate situation but can transition to a more long-term connection (Sosik, & Lee, 2002).
Supervisory Mentoring -- is an inherent responsibility of leadership. The Individual Development Plan usually outlines expectations for supervisory coaching and feedback (Sosik, & Lee, 2002). Most frequently, this mentoring is informal and related to day-to-day guidance about the current job (Sosik, & Lee, 2002). As leaders, supervisors should also encourage outside mentoring partnerships, informal and formal, and allow their employees the time to work on them (Sosik, & Lee, 2002).
Team Mentoring -- involves more than one mentor working with one protégé or a group of protégés (Sosik, & Lee, 2002). Team mentoring allows mentors to work together or separately to help the protégé reach identified developmental goals (If mentors work separately, they should communicate regularly to share information and ideas) (Sosik, & Lee, 2002).
Virtual Mentoring -- uses videoconferencing, the Internet, and e-mail to mentor individuals. This is beneficial for those who are unable to leave their workplace and for those who live in rural or remote communities (Sosik, & Lee, 2002). Virtual mentoring is usually less expensive compared to face-to-face mentoring and provides an individual with more choices for mentors (Sosik, & Lee, 2002).
I believe that every career and mentorship is unique and may have different criteria and characteristics. Recognizing that professional development through mentorship can be highly beneficial to both mentor and the protégé, mentoring can be a critical element in preparing the leaders of the future.
References:
Gaskill, L.R. (1993). A Conceptual Framework for the Development, Implementation and Evaluation of Formal Mentoring Programs. Journal of Career Development.
Linney, B.J. (1999). Characteristics of Good Mentors. Physician Executive.
Parsloe, E. (1999). The manager as coach and mentor. London: Institute of Personnel & Development.
Smith, W.J., Howard, J.T., Harrington K.V. (2005). Essential Formal Mentoring Characteristics and Functions in Governmental and Non-governmental Organizations from the Program Administrator’s and Mentor’s Perspective. Public Personnel Management.
Sosik, J.J., & Lee, D.L. (2002). Mentoring in Organizations: A Social Judgment Perspective for Developing Tomorrow’s Leaders. The Journal of Leadership Studies.
Young, A.M, & Perrewé P.L. (2004). An Analysis of Mentor and Protégé Expectations in Relation to Perceived Support. Journal of Managerial Issues.
Mentoring is usually a formal or informal relationship between two people—a senior mentor (usually outside the protégé’s chain of supervision) and a junior protégé (Sosik & Lee, 2002). Mentoring has been identified as an important influence in professional development in both the public and private sector (Sosik & Lee, 2002).
Formal mentoring programs are structured, have oversight, and have clear and specific organizational goals (Gaskill, 1993). Unlike formal mentoring, informal mentoring has minimal to no structure and oversight and may or may not have a clear and specific goal (Gaskill, 1993). Informal mentoring is normally for interpersonal enhancement, but can also promote career development (Gaskill, 1993). Nevertheless, the success of either type of mentoring is greatly dependent upon clearly defined roles and expectations in addition to the participants’ awareness of the benefits of participating in the mentoring program (Gaskill, 1993).
Benefits of Mentoring for the Mentor
As a result of being a mentor, the person:
• Renews their enthusiasm for the role of expert (Linney, 1999).
• Obtains a greater understanding of the barriers experienced at lower levels of the organization (Linney, 1999).
• Enhances skills in coaching, counseling, listening, and modeling (Linney, 1999).
• Develops and practices a more personal style of leadership (Linney, 1999).
• Demonstrates expertise and shares knowledge (Linney, 1999).
• Increases generational awareness (Linney, 1999).
Benefits of Mentoring for the Protégé
As a result of having a mentor, the employee:
• Makes a smoother transition into the workforce (Young & Perrewé, 2004).
• Furthers his/her development as a professional (Young & Perrewé, 2004).
• Gains the capacity to translate values and strategies into productive actions (Young & Perrewé, 2004).
• Complements ongoing formal study and/or training and development activities (Young & Perrewé, 2004).
• Gains some career development opportunities (Young & Perrewé, 2004).
• Develops new and/or different perspectives (Young & Perrewé, 2004).
• Gets assistance with ideas (Young & Perrewé, 2004).
• Demonstrates strengths and explores potential (Young & Perrewé, 2004).
• Increases career networks and receives greater agency exposure (Young & Perrewé, 2004).
Types of Mentoring
Flash Mentoring-- is a new concept in mentoring which I had no idea about until recently. “13L is a leadership collective of 13 committed mid-career federal employees who have a strong interest in issues related to leadership in the Federal Government. They have worked with the National Academy of Public Administration to develop a pilot Flash Mentoring program for the Federal Government. It is a low budget and simple option to recruit busy executives and other senior staff to become mentors without investing a lot of time. The only requirement is one-hour or less of a mentor’s time to meet with a protégé. During the one-hour session, mentors can share lessons learned, life experiences and advice to aspiring protégés. After this meeting, mentors and protégés can decide if they would like to continue the relationship. The matching process is simple. Mentors and protégés are matched with little or no criteria. Protégés may recruit their own mentors or a 13L staff person can request participants’ resumes then match them at random. Once a protégé is assigned a mentor, it is the protégé’s responsibility to contact the mentor within an established timeframe. After the initial meeting, the mentor and protégé decide whether or not to continue the relationship. Some of the activities mentioned in the formal mentoring program section should be addressed in this type of program. At a minimum, basic instructions on roles and expectations should be given to both the mentor and protégé. Follow-up after the meeting and an evaluation form should also be included in this type of program” (Smith, Howard, Harrington, 2005).
Group Mentoring -- is when “one mentor can be teamed with several protégés who meet at the same time. As the mentor poses questions, listens and reflects he or she engages all members of the group into the conversation (Sosik, & Lee, 2002). Each one has their own experience and insight to share and can draw their own learning from the discussion” (Sosik, & Lee, 2002).
Peer Mentoring -- is usually a relationship with an individual within the same grade, organization, and/or job series (Sosik, & Lee, 2002). The purpose of peer mentoring is to support colleagues in their professional development and growth, to facilitate mutual learning and to build a sense of community (Sosik, & Lee, 2002). Peer mentoring is not hierarchical, prescriptive, judgmental or evaluative.
Reverse Mentoring -- is the mentoring of a senior person (in terms of age, experience or position) by a junior (in terms of age, experience or position) individual (Sosik, & Lee, 2002). Reverse mentoring aims to help older, more senior people learn from the knowledge of younger people, usually in the field of information technology, computing, and Internet communications (Sosik, & Lee, 2002). The key to success in reverse mentoring is the ability to create and maintain an attitude of openness to the experience and dissolve the barriers of status, power and position (Sosik, & Lee, 2002).
Situational Mentoring -- is the right help at the right time provided by a mentor when a protégé needs guidance and advice (Sosik, & Lee, 2002). It is usually short term addressing an immediate situation but can transition to a more long-term connection (Sosik, & Lee, 2002).
Supervisory Mentoring -- is an inherent responsibility of leadership. The Individual Development Plan usually outlines expectations for supervisory coaching and feedback (Sosik, & Lee, 2002). Most frequently, this mentoring is informal and related to day-to-day guidance about the current job (Sosik, & Lee, 2002). As leaders, supervisors should also encourage outside mentoring partnerships, informal and formal, and allow their employees the time to work on them (Sosik, & Lee, 2002).
Team Mentoring -- involves more than one mentor working with one protégé or a group of protégés (Sosik, & Lee, 2002). Team mentoring allows mentors to work together or separately to help the protégé reach identified developmental goals (If mentors work separately, they should communicate regularly to share information and ideas) (Sosik, & Lee, 2002).
Virtual Mentoring -- uses videoconferencing, the Internet, and e-mail to mentor individuals. This is beneficial for those who are unable to leave their workplace and for those who live in rural or remote communities (Sosik, & Lee, 2002). Virtual mentoring is usually less expensive compared to face-to-face mentoring and provides an individual with more choices for mentors (Sosik, & Lee, 2002).
I believe that every career and mentorship is unique and may have different criteria and characteristics. Recognizing that professional development through mentorship can be highly beneficial to both mentor and the protégé, mentoring can be a critical element in preparing the leaders of the future.
References:
Gaskill, L.R. (1993). A Conceptual Framework for the Development, Implementation and Evaluation of Formal Mentoring Programs. Journal of Career Development.
Linney, B.J. (1999). Characteristics of Good Mentors. Physician Executive.
Parsloe, E. (1999). The manager as coach and mentor. London: Institute of Personnel & Development.
Smith, W.J., Howard, J.T., Harrington K.V. (2005). Essential Formal Mentoring Characteristics and Functions in Governmental and Non-governmental Organizations from the Program Administrator’s and Mentor’s Perspective. Public Personnel Management.
Sosik, J.J., & Lee, D.L. (2002). Mentoring in Organizations: A Social Judgment Perspective for Developing Tomorrow’s Leaders. The Journal of Leadership Studies.
Young, A.M, & Perrewé P.L. (2004). An Analysis of Mentor and Protégé Expectations in Relation to Perceived Support. Journal of Managerial Issues.