This paper, based on a focus group participation by two teachers, reports on the respondents’ expectations on characteristics and types of support offered by an effective mentor, as well as a reflection on the way the researcher applied listening skills during the focus group…
This research begins with the statement that mentoring, or coaching, refers to the training of an individual or a group of people. A single or a corporate entity, with the aim of developing positive outcomes in a mentee, may undertake it. The teachers’ responses to the pre-established questions on the characteristics and types of support offered by a mentor or a coach corresponded with slight differences in the mentor’s approach to the mentoring process. The teachers, for example, agreed that a mentor must be a person of integrity who is honest and ethical in the mentoring process. They both cited advantages of honesty and morality in the process towards effectiveness. While honesty develops the mentee’s trust and facilitates freedom between the two parties, the mentor’s morality induces the mentee’s confidence. These allow the mentee to express strengths and weaknesses, comfortably, for an effective mentoring process. The teachers also stressed that integrity is core to every mentorship relationship. They also shared a common opinion on the mentor’s passion in the process and they argued that the passion is likely to motivate the mentored party who may associate it with his or her already developed qualities. One teacher, however, suggested that such passion should be moderately expressed while the other argued for total expression of the mentor’s passion. There was however, a conflicting opinion on whether the mentor should be willing to learn more from the process. One teacher expressed the opinion that the mentor is a trainer and should learn outside, and before mentoring process. He identified research on effective mentoring skills as an approach towards learning about the mentoring process and pointed out that learning from the process my adversely affect the mentee’s confidence, and the overall effectiveness of the learning process. The other teacher however supported an open approach that allows a mentor to learn from each process. She identified differences among mentored subjects as an avenue towards learning and argued that published mentoring skills are mere guidelines. Awareness of each mentee and the mentoring environment should therefore be allowed for development of appropriate mentoring techniques. There was however an agreement between the respondents that a mentor be enthusiastic and committed to any assignment that may arise from the process. This, they argued, facilitates the same characteristics in the mentored parties and promotes effectiveness of mentoring processes (Zachary, 2000).
A mentor should further be focused on solving problems and empowering others to capacity by delegating work. A transformational form of influence should however follow this to ensure effective transfer of skills and potentials to the mentee. There were however, conflicting opinion on a mentor’s need to understand reformation and transformational processes. While one teacher argued that effective mentorship is about influence and empowerment that is attainable through demonstrations, the other teacher insisted on the significance of transformation and reformation processes in molding a mentee to a desired level of potential. They however agreed that a mentor should be a catalyst to motivate development of the mentee’s potentials. They also agreed that a mentor should desire to grow and should be able to identify other people’s interest and to facilitate development of such interests. He or she should therefore strife for personal excellence while interacting with other people to understand their abilities. A good mentor should also have good communication skills to facilitate understanding in the mentoring process. This is because the skills enable the mentor to communicate objectives to a mentee ...
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(Coach or Mentoring Reflection Essay Example | Topics and Well Written Essays - 750 Words)
“Coach or Mentoring Reflection Essay Example | Topics and Well Written Essays - 750 Words”, n.d. https://studentshare.net/education/77186-coach-mentoring-reflection.
The concept of leadership gives the student an opportunity to understand how best to guide and direct others in the organisation. Outside of management principles which include controlling, planning and organising, leadership theory provides students with real-life guidance for better loyalty development and followership.
Mentor, basically helps the protege to over come any issues he/she has and help him/her to recognize his/her high performance potential. Traditionally, mentoring had been face to face and long term relationships. Mentoring can be done by a panel of seniors to one junior or by somebody just a step ahead (senior by one post).
A pre-established questionnaire was administered to elicit the respondent’s reactions and opinions about mentoring and coaching. Teachers in the focus group suggested different ways in which the process of mentoring and coaching could be used to ensure that positive and expected goals and aims are achieved.
This is because, when the team members have trust in the coach, they will undergo the training with much commitment and enthusiasm, through the comfort that their coach is giving them the very best. In the light of this, the team members who participate in a coaching session have various expectations that they require their coach to have in terms of possessing certain characteristics, which then enables them to have full trust in the coach.
Explaining the relevance and importance of mentoring and counselling roles in the workplaceContents 2 Introduction 3 Differences between Coaching and Mentoring 3 Training and Consultancy 5 The Mentoring Process 5 Benefits of Mentoring 6 Benefits to the Learner 6 Benefits to the Mentor 7 Benefits to the Company and other Employees 7 Desirable Qualities of a Mentor 8 Practical Examples of Mentoring and Counselling in workplace 9 Effectiveness of Counselling and Mentoring 10 Mentoring and Managing 10 Conclusion 11 References 11 Introduction Counselling as well as mentoring is being progressively used for the professional advancement.
This indicates a shift to training techniques which facilitate more diverse social constructionist and learning approaches (Munro 2009). Mentoring has been indicated as an important approach that could impart tactical and social knowledge and psychological support and resources.
According to the report an academic mentor may occupy a formal or an informal way of mentoring. It may range from extremely complicated or procedure-based, to a simple one. However, in any case, the type of this affiliation is not as significant as it outcome that is achieved by the end of mentoring.
ts’ expectations on characteristics and types of support offered by an effective mentor, as well as a reflection on the way I applied listening skills during the focus group.
The teachers’ responses to the pre-established questions on the characteristics and types of
programs are developed and conducted by professionals who help novices in the field, to learn and inculcate new skills, by giving them a sense of direction, while keeping in mind the goals and objectives of the organization. In this study, an attempt is being made to examine
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