Technology & Engineering
Mentoring
Mentoring involves a supportive and guiding relationship between an experienced individual (the mentor) and a less experienced individual (the mentee). In the field of technology and engineering, mentoring can provide valuable knowledge transfer, career development, and personal growth opportunities. Mentors offer advice, share expertise, and help mentees navigate challenges, ultimately contributing to their professional success.
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12 Key excerpts on "Mentoring"
eBook - ePubMentoring Scientists and Engineers
The Essential Skills, Principles and Processes
- John Arthurs(Author)
- 2021(Publication Date)
- CRC Press(Publisher)
Technical mentor – When we want to know some specialist scientific, technical or engineering knowledge or skill needed for our professional practice we may approach a senior colleague who is an expert in that specialisation. So, for example, senior surgeons are called upon to train colleagues in the practical details of particular procedures in which they are skilled. Engineering and scientific companies often pay academic specialists to train their employees in their area of technical expertise. Effective technical Mentoring is more than just telling people things they need to know about the work. The mentor also needs instructional skills and is therefore also a teacher or instructor. Experienced and skilled mentors, however, avoid lecturing and information dumping. Rather they use the key non-directive skills of questioning, listening, clarifying and reframing, as referred to in the CIPD definition. The Mentoring pair may go on to broaden the range of discussions from technical instruction and in so doing develop a longer-term relationship covering other types of Mentoring.2 Career mentor – When we arrive at a decision point in our careers we may approach a senior colleague for help. This is usually someone with whom we have established a professional connection and whose technical knowledge and experience we have learned to trust. We may be looking for detailed information and advice, perhaps discussion about strategy for advancement or performance feedback or just general guidance about working in various organisations, institutions and sectors. In this situation a mentor cannot fully know what is in another person’s best interest and so it is essential to take a cautious non-directive approach (see Sections 3.5 and 3.6 ).3 Support mentor – Nobody gets through a career without meeting some difficulties on the way. By virtue of longer personal experience mentors can and do provide personal and emotional support. In fact, such support is at the heart of collegiality. It is underpinned by professional friendship, acceptance, acknowledgement and ultimately trust (see Section 3.4
eBook - ePubSuccess Strategies From Women in STEM
A Portable Mentor
- Peggy A. Pritchard, Christine Grant(Authors)
- 2015(Publication Date)
- Academic Press(Publisher)
These principles are as relevant to students and early career scientists as they are to well-established professionals; Mentoring is beneficial to all. While some Mentoring can occur spontaneously, we know that you can take an active role in your own success by initiating, cultivating, and maintaining effective, healthy Mentoring relationships. What Is Mentoring? Mentoring catalyzes my career! Dr. Leni Ritmaleni, chemist, Faculty of Pharmacy, Gadjah Mada University, Yogykarta, Indonesia; 2014 Awardee, Elsevier Foundation Awards for Early Career Women Scientists in the Developing World Mentoring is a term used to describe the positive interactions that occur between an experienced and trusted advisor (mentor) and a less experienced individual (often termed mentee, protégé) or group of individuals that facilitate the professional and sometimes personal development of the junior person(s). It empowers the mentee to move forward with confidence along his or her career path by providing them with support, encouragement, insight, advice, and (often crucial) information for making informed decisions. Mentors can support us in making the sometimes difficult choices that will lead to professional success and satisfaction. When done effectively, Mentoring can provide some of your strongest advocates, coaches, and behind-the-scenes waymakers or sponsors. While there are differences between coaching, Mentoring, advising, and being a role model, all can provide personal and professional development assistance. A coach is task-oriented, with specific objectives and goals. They are often impartial and focus on behavior improvement through skill development
eBook - PDFMentoring
A Henley Review of Best Practice
- J. Cranwell-Ward, P. Bossons, S. Gover(Authors)
- 2004(Publication Date)
- Palgrave Macmillan(Publisher)
It is important to start by being able to give a definition of what is meant by Mentoring in the context of what is being attempted. The following are some examples of definitions of Mentoring from a variety of organisations and some of the classic generic definitions: Mentoring is a term used to help, advise and guide employees through the complexities of the business. Avaya Mentoring at EDS is a mutual learning partnership in which individuals assist each other with personal and career development through coaching, role modeling, counseling, sharing knowledge and providing emotional support. EDS Creating possibilities and providing guidance and support to others in a relationship of trust; it includes facilitating, bringing visions to life and enabling people to achieve. Henley Management College 2000 Offline help by one person to another in making significant transitions in knowledge, work or thinking. Megginson & Clutterbuck 1995 A relationship, not just a procedure or activity, where one person professionally assists the development of another outside of the normal manager/subordinate relationship. Abbey A mentor is that person who achieves a one-to-one developmental relationship with a learner; and one whom the learner identifies as having enabled personal growth to take place. Bennetts 1994 Models of Mentoring The Focus Group started with this issue of defining Mentoring. Chapter 5 focuses on the importance of clarifying the difference in understanding between Mentoring and coaching. It is equally important to ensure that there is a common understanding as to whether the scheme is intended to focus on career spon- sorship, as in the US, or whether it has greater emphasis on learning and develop- ment, which is the model found more commonly elsewhere. THE HENLEY FOCUS GROUP MODEL OF Mentoring After a review of the various schemes represented in the Group at the time, the Henley Focus Group Model of Mentoring was developed (see Figure 4.1).
eBook - PDFMentoring Millennials in an Asian Context
Talent Management Insights from Singapore
- Paul Lim, Andrew Parker(Authors)
- 2020(Publication Date)
- Emerald Publishing Limited(Publisher)
‘ Mentoring is described as a one to one relationship between a more experienced and senior person (Mentor) and a new entrant or less experienced person (his/her prot ´ eg ´ e) in the organisational setup. The Mentor need not be the supervisor or department head and not necessarily from the same department. A mentor can generally be de fi ned as an in fl uential individual in your work environment who has advanced work experience and knowledge and who is committed to providing upward mobility and support to your career ’ ‘ You may not have experienced Mentoring in a formalised manner but informally at some point in your career or even currently, you may be relating to some person who provides you with psychosocial support as well as shows interest in your career movement ’ Scandura and Williams (2001, p. 349; 2004, p. 455) ‘ A mentor is an experienced employee who serves as a role model, provides support, direction and feedback regarding career plans and interpersonal development. A mentor is also someone who is in a position of power, who looks out for you, gives you advice and/or brings your accomplishments to the attention of people who have power in the company. In order to assist individuals in their development and advancement, some organizations have established formal Mentoring programs, where prot ´ eg ´ es and mentors are linked in some way ’ Day and Allen (2004, p. 77) Mentoring 17 achieve the end goal of accomplishing assigned tasks. As such, the junior employee who is being mentored is de fi ned as the prot´ eg´ e. These de fi nitions have been supported by Haggard et al. ’ s (2010) observation that Mentoring scholars share this view generally. While these de fi nitions restrict mentors and prot´ eg´ es to be located in the same organisation, studies do make provision for mentors and prot´ eg´ es who do not work together in the same organisation (Haggard et al., 2010).
eBook - ePubMentors in Schools (1996)
Developing the Profession of Teaching
- Hazel Hagger, Donald McIntyre(Authors)
- 2018(Publication Date)
- Taylor & Francis(Publisher)
CHAPTER 7Mentoring and Continuing Professional DevelopmentTony Bush, Marianne Coleman, Debbie Wall and John West-BurnhamIntroduction
Mentoring has become increasingly important as a mode of professional development in education. Its underlying assumption is that a more experienced colleague can facilitate the professional development of a new teacher or a person new to a particular stage in a career. Almost all definitions of Mentoring emphasise the professional development of the mentee. Some also incorporate a notion of personal development.Mentoring is a complex, interactive process occurring between individuals of differing levels of experience and expertise which incorporates interpersonal or psycho-social development, career and/or educational development, and socialisation. (Carmin, 1988:9)This definition suggests that Mentoring is a multi-faceted concept, incorporating personal support and the more rigorous notion of professional development leading to enhanced competence. While new professionals, and those adapting to new roles, often welcome a shoulder to cry on, there may be frustration in due course if the Mentoring process does not go beyond the personal level to encompass a critical assessment of the mentee’s professional practice.Mentoring has grown in importance in England and Wales, partly as a result of the shift to self-management in schools and colleges. There is a growing recognition that organisational performance depends critically on the selection, development and motivation of staff. The effective induction of new staff, or those adjusting to new roles, is regarded as an important component of the staff development role. Mentoring is an increasingly significant element in the induction process at various stages of a career.The benefits of Mentoring
Mentoring needs to produce benefits for both parties if it is to be a mutually rewarding experience. Mentees at all levels benefit through having legitimate or privileged access to an experienced colleague who can provide support and guidance.
eBook - PDF- Sannigrahi, Asoke Kumar(Authors)
- 2020(Publication Date)
- NEW INDIA PUBLISHING AGENCY (NIPA)(Publisher)
ABSTRACT Mentoring is a personal enhancement strategy through which one person facilitates the development of another by sharing known resources, expertise, values, skills, perspectives, attitudes and proficiencies. The concept of Mentoring is not new. Guru – Shishya traditions in every old civilization are the examples of Mentoring by which culture, technology and knowledge have been successfully disseminated from older generation to newer generation. Being an important career building factor, now more emphasis is given to develop Mentoring relationship in organization level. In office culture Mentoring facilitates an environment in which an individual grows both as a person and as a professional. This chapter deals with specific roles of a mentor and a mentee, their expectations and benefits. Though earlier Mentoring relationship was mainly informal but the complexities in service life of the present time has forced the organizations to start time bound formal Mentoring for harvesting measurable benefits. With the revolution in Information technology Virtual Mentoring is flourishing rapidly as an alternative to formal Mentoring since it is not time dependent or place dependent and free from personal contact. This relationship is not hindered due to age, caste, gender, and financial status of mentor and mentee. Peer Mentoring is coming up to tackle the ragging problem as well as stress of first year students in colleges and universities. — 79 — Mentoring – The Most Challenging Responsibility A.K. Sannigrahi Chapter 4 80 Human Resource Development Human beings, the social animals, live together in society and cannot survive or develop in isolation. Every society is bound by some rules and regulations to make the life enjoyable, trouble free and peaceful. Learning starts from childhood. Initially parents guide the baby to walk, speak or to take food and water. Dos and Don’ts start shaping the life in a guided path.
eBook - PDF- Andrea M. Kent, André M. Green(Authors)
- 2015(Publication Date)
- Information Age Publishing(Publisher)
Across the Domains, pages 97–112 Copyright © 2018 by Information Age Publishing All rights of reproduction in any form reserved. 97 CHAPTER 5 E-Mentoring Guiding Across Barriers Through Technology Benterah C. Morton University of South Alabama Krystie T. Nguyen University of Florida ABSTRACT This chapter highlights excerpts from interactions with the dynamic men- tor/mentee relationships between K–12 leaders and teachers in different levels in their career. The chapter opens with brief definitions of Mentoring and e-Mentoring then jumps directly into the study. The chapter applies the parameters and guidelines set forth by Bierema and Merriam’s (2002) key factors to the mentor–protégé relationship of e-Mentoring. The researchers utilized informal e-Mentoring interactions in K–12 settings to identify the spe- cific characteristics that assist in making the relationships work. The first step of this exploration involved an examination of two case studies of written communications between two mentor–protégé interactions—Corine–Absa- lom and Wynn–Tsion both in a K–12 setting. Through the case study of these 98 B. C. MORTON and K. T. NGUYEN two e-mentor relationships the authors illustrate benefits, setbacks, and best practices of creating and maintaining both informal and formal e-mentor relationships in the K–12 education setting. WHAT IS Mentoring? Mentoring has long since been a staple in societies across the world: it is a form of social support (Sosik & Godshalk, 2000). In history, Mentoring relationships have had many names including: master-apprentice, teacher- student, advisor-advisee, guru-student, sensei-grasshopper, mentor-protégé, mentor-mentee and so many more. In each of these relationships an expe- rienced, or more experienced person, the mentor, intentionally provides support to a person with less experience in a specific area (Chao, 1997). Mentoring is relationship building (Kram & Isabella, 1985).
eBook - PDFSuccess Strategies for Women in Science
A Portable Mentor
- Peggy A. Pritchard(Author)
- 2011(Publication Date)
- Academic Press(Publisher)
She helped us make a smooth transition to the highly competitive atmosphere of this research-intensive university and advised and supported us through our doctoral qualifiers, selection of research advisors, and eventually the completion of our doctoral theses. Somewhere along the way, our reverence and awe grew into admi-ration and friendship. In this chapter, we introduce several types of mentors and Mentoring relationships, describe a reasonable set of expectations for mentors and mentees, and offer strategies for identifying potential mentors, for initiating and maintaining the relationships, and (when they have reached matura-tion) for making the transition to colleague status. These are as relevant to students and early career scientists as they are to well-established profes-sionals; Mentoring is beneficial to all. While some Mentoring can occur spon-taneously, we hope that you will take an active role in your own success by initiating and maintaining effective, healthy Mentoring relationships. 86 Chapter 5 / Mentoring W HAT IS M ENTORING ? Mentoring is a term used to describe the positive interactions that occur between an experienced and trusted advisor (mentor) and a less experi-enced individual (variously termed mentee, protégé) or group of individu-als that facilitate the professional and sometimes personal development of the junior person(s). It empowers the mentee to move forward with confi-dence along his or her career path by providing him or her with support, encouragement, insight, advice, and (often crucial) information for making informed decisions and the (often difficult) choices that will lead to profes-sional success and satisfaction. Mentors are some of your strongest advocates. Mentoring enhances your ability to be effective and productive in your current and future endeavors by helping you to identify the skills, knowledge, and experience that you need.
eBook - PDF- Carrie J. Boden McGill, Sola M. Kippers(Authors)
- 2011(Publication Date)
- Information Age Publishing(Publisher)
Mentoring EXPERIENCES IN GRADUATE EDUCATION Graduate faculty, more so than their undergraduate faculty peers, serve in the informal role of gatekeeper for their professions. This responsibility includes preparing students to become competent, fully functioning mem- bers of the profession. A significant part of this preparation involves the es- tablishment of Mentoring relationships. Black, Suarez, and Medina (2004) conducted a review of the extant literature on Mentoring relationships and pieced together a definition that describes Mentoring as A nurturing, complex, long-term, developmental process in which a more skilled and experienced person serves as a role model, teacher, sponsor, and coach who encourages, counsels, befriends a less skilled person for the pur- pose of promoting the latter’s professional and/or personal development. (p. 46) When conceptualizing Mentoring, it is important to keep in mind that that there are a number of dimensions or domains of Mentoring including (a) research (Briggs & Pehrsson, 2008), (b) personal (Gilbert & Rossman, 1992), (c) professional (Liebenberg, 2010), or (d) peer-to-peer (Watson, Clement, Blom, & Grindley, 2009). First, research mentorship fosters aca- demic productivity (Briggs & Pehrsson, 2008). Second, the personal do- main of Mentoring focuses on interpersonal factors such as self-esteem and self-confidence (Gilbert & Rossman, 1992). Third, the professional domain focuses on a protégé’s career including networking and coaching (Lieben- berg, 2010). Finally, peer Mentoring is a relationship between a more ad- vanced and a less advanced graduate student (Watson et al., 2009). In the literature, myriad benefits of establishing Mentoring relation- ships are noted.
eBook - PDF- Hugh P. Gunz, Maury Peiperl(Authors)
- 2007(Publication Date)
- SAGE Publications, Inc(Publisher)
Despite her assertion of the importance of Mentoring and other developmental relationships (Kram, 1985a; Kram & Hall, 1996), most of the empirical stud-ies through the late 1980s and early 1990s focused on single or primary relationships. This work defined a mentor as an individual who holds a more senior position within the same organization (Hunt & Michael, 1983; Noe, 1988a, 1988b). Construct To date, multiple definitions of a mentor have been advanced, but researchers in the field have not unconditionally accepted any specific one. In general, mentors are defined “as individuals with advanced experience and knowledge who are committed to providing support and upward mobility to their protégés’ careers” (Ragins, 1999, p. 349). This general definition empha-sizes “complementarity” (Kram, 1988; Kram & Isabella, 1985) as it conveys the sense that the mentor supports the growth of skills, knowledge, and career support that the protégé lacks at the relationship’s inception. More recent conceptu-alizations (e.g., Kram & Hall, 1996) offer insight into the potential mutuality between the mentor and protégé in that the mentor may receive career and personal benefits, making them “co-learners.” Despite the lack of consistency in the field related to a precise Mentoring definition, there is strong agreement as to the general notion of a mentor (Wanberg et al., 2003). Mentoring Functions and Phases Early scholarly interest in Mentoring aimed at delineating key characteristics of the dyadic relationship, including the functions served and relational phases (e.g., Kram, 1983, 1985a). Kram (1983, 1985a) identified (1) career func-tions, which include sponsorship, coaching, pro-tection, and providing exposure, visibility, and challenging assignments, and (2) psychosocial functions, which include role modeling, accep-tance and confirmation, counseling, and friend-ship.
eBook - PDF- Frances K. Kochan(Author)
- 2003(Publication Date)
- Information Age Publishing(Publisher)
The second volume examined Mentoring around the world and with varied groups, including school-age students; university students; students in technical schools; young artists; new faculty in school and university set-tings; women in leadership roles in higher education; K–12 schools and corporate environments; and young health professionals. The type of men-toring considered in this book occurs in one-to-one settings, in dyads, in large and small groups, in communities, and in technological networks. This book, like the first in the series, presents some unresolved issues for further study. One of these relates to the chapters that describe using tech-nology in Mentoring relationships and poses the question, “What roles will technology play in the Mentoring process and how will it change the role, structure, and purposes of Mentoring programs and relationships?” This volume investigates the issues inherent in this question by delving into the use of technology in terms of its effect on program development, mentor-ing roles, problems, and solutions. Issues to be addressed include confi-dentiality, ethics, and implications for future practice, including: 1. What technical and structural strategies are being used in the men-toring process? 2. What are the benefits of teleMentoring? Creating Successful TeleMentoring Programs 3 3. What are the problems that hinder the implementation of successful teleMentoring programs? 4. What elements and strategies are necessary to create successful tele-Mentoring programs? 5. What are the issues and questions that must be addressed as we con-sider the future of teleMentoring? We have used the word “teleMentoring” in the title and in our own writ-ing. We think it is a more inclusive term than “eMentoring,” which for us implies the use of email as the primary tool for Mentoring. However, we have found that the literature, and many of our authors, use “eMentoring” in a more comprehensive manner.
eBook - PDF- Kathy Peno, Elaine M. Silva Mangiante, Rita A. Kenahan(Authors)
- 2015(Publication Date)
- Information Age Publishing(Publisher)
Review of Related Literature In an increasingly complex, globally connected world, the need for Mentoring relationships is indisputable. Mentoring has been historically defined as a mentee entering into a unidirectional, supportive relationship “in which the mentee is in a subservient role, molded by someone of great- er age, wisdom, or position, who appears capable and complete” (Kochan & Trimble, 2000, p. 21). This perspective has evolved over time as issues of race, gender, and ethnicity have come to the forefront. Mentoring is now increasingly seen as an effective way to help people develop in their per- sonal lives and professional careers. Mainstream literature in the field gen- erally refers to two functions of Mentoring: the first one focuses on career advancement and prepares mentees to achieve progression within an orga- nizational hierarchy, while the second one serves a psychosocial function, building the mentee’s sense of self-efficacy and “professional and personal growth identity” (Ragins & Kram, 2007, p. 5). The literature on Mentoring consistently promotes behaviors such as offering acceptance, building trust, respecting mutuality, communicating 304 R. KENAHAN et al. openly, and providing guidance to bring about positive outcomes for men- tees, and studies over the last 30 years have consistently pointed to the ben- efits both women and men derive from being mentored (Crosby, 1999). However, less has been written about the outcomes for mentors. Welsh (2004) lists some benefits for the mentor: enhanced communication skills, improved performance, enhanced career development, additional recognition, enhanced respect, increased job satis- faction, maintenance of self-worth, rejuvenation, able to leave a legacy, in- creased sense of accomplishment, improved collaboration skills, enhanced leadership skills, improved network, validation and friendship.
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