UNIVERSITAS SRIWIJAYA

NAMA

: SREE RAJA LAKSHMY CHANDRA SEKARAN

NOMOR KPT : 54081001122 SOAL TARIKH : Mentoring. : 13.10.2008

Mentoring comes from the root word mentor. A mentor is a person who has gone through a lot of experience. Like some programs when newcomers were paired up with more experienced people in order to obtain good experience from them. Whereas a student is called a mentee. There are many types of mentoring. First we have the self mentoring, then the oneon-one mentoring, and lastly group mentoring. One-on-One mentoring can be broken down into three other categories, which are formal programs, informal or networking and situational. On the other hand, group mentoring is usually mentoring circle. There are also few schemes of mentoring; firstly we have business where the large companies offer support and advice to small enterprises. Secondly, education where schools and colleges match adult mentors with pupils to raise their aspirations and achievement. Thirdly, social scheme is mentoring which provides support for people at risk of social exclusion. Fourthly, peer scheme is carried out between people of similar age, status and circumstances. They support and develop often collaborate two way process between the mentoring pair. The amount of time that peer mentors and mentees meet varies according to the particular mentoring program. Some pairs may make contact once a month, while other may meet 3 -4 times a month or more. It is usually advised that mentors and mentees meet more often in the beginning of the relationship, in order to establish a good foundation. Fifthly, we have e-mentoring which had been carried out face to face. New technologies are facilitating new methods of mentoring. Email, chat rooms, electronic forms are used to enable mentor and mentee to communicate with each other and with the schemes coordinators. Software is often incorporated which monitors the progress of the mentee and the content of the communications between adult mentors and young mentees. Youth mentoring is a process of matching mentors with young people who need and want caring responsible adult in their lives. Why does a person find or have a mentor? This is because, they want to know about other culture or how things get done. Next, they want to develop their functional knowledge and the individual needs a technical advice or need to learn more about the functions. Thirdly, if an individual wants to get advice based on the mentors experience. Lastly, the find a mentor for self growth or development. If an individual wants to find for a mentor, he or she can do so by joining a formal program, ask you research supervisor, and the network (people around). A person should always be strategic; they should think of their goals in a relationship and know who has experience, knowledge and empathy to be able to help you. After finding a person who is suitable to be your mentor, always set up free time to meet your mentor, you should define the goals of the relationship and share knowledge with the mentor. You should get to know you mentor and trust in them that they would give you substantial knowledge. On the other hand, as a mentor they should always help their mentee pursue their goal, make time for the mentee, be a good listener, treat the mentee with respect, you must be always ready to give constructive criticism, you should show faith in the mentee and lastly but the most important, you should not be judgmental.

As a protg or a mentee, we should take initiative in listening carefully and be open minded accepting feedbacks and coaching, you should accept new challenges, ask questions, provide feedback on advice given, always inform mentor of accomplishment and failures, be nice, and try returning the favours of a mentor. The Grays 6 step mentoring process portrays Grays Mentor Protg Relationship.4 Mentoring style and 26 associated behaviours. The most appropriate Mentoring Styles and behaviours to be used during each step provided below. First step is the mentor should understand the protgs goals and attitudes and perception. Second step, the mentor should help his protg realise what are his actions and what are his consequences from that. Step three is the mentor should help his protg identify the real issue using information. The fourth step is the mentor should guide and make sure that the protg so that he is more aware of his actions. Fifth step is a mentor should teach the protg how to be ready and consider new options for handling the situation. This will help to expand the protgs thinking frame. The last step, is the mentor should create a mentoring action plan The strengths of mentoring are it tends to be a general acceptance that mentoring yields benefits for mentees and mentors. Career advancement and psycho-social support are often identified as two important outcomes of mentoring for the mentee. For instance, in terms of career outcomes, Roche (1979) found that 75% of the top executives in the United States had been mentored and compared with their counterparts , earned 28% more, were more likely to have a degree, were happier with work, and more likely to mentor others. Psychosocial support, such as encouragement, friendship, and advice and feedback on performance, it has also been identified as a positive outcome of mentoring for mentees. As mentoring is a twoway or reciprocal process, it provides benefits also for the mentor. For instance, the work of Levinson et al. (1978) found that mentoring rejuvenates mentors careers since it enables them to assist and shape the professional and personal development of mentees, other benefits for the mentor include increased confidence, personal fulfilment and assistance on projects. In relation to the benefits for the organisation, several benefits of formal mentoring programs including increased productivity, improved recruitment efforts, motivation of senior staff, and enhancement of services are identified to be offered by the organization. Whereas under the various conditions, there are some weakness in mentorship. The mentoring relationship can actually be detrimental to the mentor, mentee or both. She goes on to identify several concerns regarding mentoring including a lack of time for mentoring; poor planning of the mentoring process; unsuccessful matching of mentors and mentees; a lack of understanding about the mentoring process; and lack of access to mentors from minority groups. It is also highlighted that the difficulties that mentoring poses for organizations if there is insufficient funding or termination of funding before the program is established. Other drawbacks of mentoring from the organizations point of view include problems when there is a lack of support; the difficulties in coordinating programs within organizational initiatives; and the costs and resources associated with mentoring.

It seems that as formal mentoring programs are planned, structured and coordinated Interventions within an organisations human resource policies, it makes sense for those Charged with the responsibility of implementing such programs to endeavour to ensure that The goals of the program are clear and known to key parties; that mentors and mentees are Well-matched; and that organizational support and commitment are evident. Since Organizations including schools invest considerable resources into mentoring programs, it is Incumbent on the planners, such as educational administrators, to minimise potential Problems that could arise. The final part attempts to synthesise some of the Recommendations that educational administrators should consider when planning and Implementing a formal mentoring program. Majority of reviewed studies revealed that mentoring does provide a range of positive outcomes for mentors, mentees and the organization, it is not, However, without its dark side. In some cases, poor mentoring can be worse than no Mentoring at all. Our belief is that the potential problems of mentoring are not Insurmountable. With careful and sensitive planning and skilful leadership, most problems can be minimised. In the paper we identified several critical issues that educational administrators should consider during the planning and implementation stages of formal programs. Amongst these were the necessity for planners to be aware of the growing body of research literature on mentoring; the need for program support at various levels; the importance of mentor training; the careful selection of participants; and the need for ongoing evaluations. If resources (both human and financial) are to be invested in mentoring programs, those responsible for planning and implementing programs must be willing to commit time, resources and energy to such programs. Indeed, all parties have a responsibility to make mentoring work so that it can be a positive force for the individuals and their organizations.

REFERENCES: - www.wikipedia.com - Mentoring.pdf - http://www.brentbrain.org.uk/brain/brainzones.nsf/0/F62AE 79BD00FEA7180256FBF004C3E4F?opendocument&Z=4 - www.google.com