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Mentoring is designed to enable one of the participants develop
their capability to manage selected aspects of their work. It is
generally based on principles of non-directive, facilitative interaction
- this means that the role of the mentor is primarily to allow the
individual to work through their own perception of certain issues,
identify options to resolve issues, and evaluate them in his or
her own terms. It has some similarities with counselling, but is
applied to professional practice and development.
The main stages of a mentoring relationship are
as follows:
- identification of a suitable mentor
- agreement on objectives of relationship
- agreement on format of meetings, frequency, duration
- regular meetings reviewed at agreed intervals.
In theory a mentoring relationship could go on
indefinitely, but it is more appropriate to define time dependent,
specific objectives, which therefore imply a limited duration. Six
to twelve months are common periods for this process. Mentoring
is suitable for issues of general professional development, and
less so for technical matters, for which on the job coaching, or
a course is usually more appropriate.
Mentors should be effective listeners, able to
take a non-directive approach, which means that they do not put
forward concrete suggestions but help the individual to formulate
their own. Internal mentors should not be direct line managers of
the individual, but should be able to create learning opportunities
within the organization. External mentors have the benefit of being
entirely independent of the internal politics of the organization.
When external mentors are used they should have some prior liaison
both with the individual's line manager and other senior staff to
ascertain the appropriate organisational limits. However, the mentoring
role itself is defined between the individuals concerned, and should
not carry any other agenda except the development of the individual
mentee. Needless to say, the material of the mentoring relationship
is entirely confidential.
© Paul Griseri
1999
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| The chief benefits |
- The individual deals with issues that are relevant to
them, using their own criteria
- Problems are considered in they way in which
they affect the individual
- The individual can transfer their learning
from one situation to another
- Learning by experiment can be undertaken
in a blame free environment
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