Mentorship: Difference between revisions
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Mentoring refers to a developmental relationship between a more experienced '''mentor''' and a less experienced partner referred to as a '''mentee''' or '''protégé'''. There are two types of mentoring relationships: formal and informal. |
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Some [[organization]]s have '''mentoring programs''' designed to promote [[employee development]]. |
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Informal relationships develop on their own between partners. Formal mentoring, on the other hand, refers to assigned relationships, often associated with organizational '''mentoring programs''' designed to promote [[employee development]]. |
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== New-hire mentoring == |
== New-hire mentoring == |
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Revision as of 14:50, 22 September 2005
Mentoring refers to a developmental relationship between a more experienced mentor and a less experienced partner referred to as a mentee or protégé. There are two types of mentoring relationships: formal and informal.
Informal relationships develop on their own between partners. Formal mentoring, on the other hand, refers to assigned relationships, often associated with organizational mentoring programs designed to promote employee development.
In well-designed formal mentoring programs, there are program goals, schedules, training (for mentors and mentees), and evaluation.
New-hire mentoring
For example, in some programs, newcomers to the organization (protégés) are paired with more experienced people (mentors) in order to obtain information, good examples, and advice as they advance.
High-potential mentoring
In other cases, mentoring is used to groom up-and-coming employees deemed to have the potential to move up into leadership roles. Here the employee (protege) is paired with a senior level leader (or leaders) for a series of career-coaching interactions.
Further reading
- Boreen, J., Johnson, M. K., Niday, D., & Potts, J. (2000). Mentoring beginning teachers: guiding, reflecting, coaching. York, Maine: Stenhouse Publishers.
- Carger, C.L. (1996). The two Bills: Reflecting on the gift of mentorship. Peabody Journal of Education, 71(1), 22-29.
- Cheng, M. & Brown, R. (1992). A two-year evaluation of the peer support pilot project. Evaluation/Feasibility Report, Toronto Board of Education. ED 356 204.
- Clinard, L. M. & Ariav, T. (1998). What mentoring does for mentors: A cross-cultural perspective. European Journal of Teacher Education, 21(1), 91-108.
- Cox, M.D. (1997). Walking the tightrope: The role of mentoring in developing educators as professionals, in Mullen, C.A.. In M.D. Cox, C.K. Boettcher, & D.S. Adoue (Eds.), Breaking the circle of one: Redefining mentorship in the lives and writings of educators. New York: Peter Lang.
- Daloz, L. A. (1999). Mentor: Guiding the journey of adult learners. San Francisco: Jossey-Bass.
- Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview, IL: Scott, Foresman.