Mentoring relationships

Mentoring relationships provide an effective method of learning by avoiding the limitations of traditional teaching and learning methods. The unique positive characteristics associated with mentoring as a development method are as follows ... 

Not only do mentoring relationships differ because they are placed in varying environments, they also differ for a variety of other reasons - including the mentee s objectives and the personalities of mentor and mentee. A number of additional factors have a significant bearing on the nature of a mentoring relationship ... 

The extent to which mentoring schemes encourage line or offline mentoring relationships. 

Due to the immense importance of the issue of choosing between line and off-line mentoring relationships, as well as between an informal and formal approach for your mentoring scheme, these issues will be discussed in detail in Chapter 3. 

However, mentoring relationships can only achieve these positive outcomes if the mentee s learning objectives are clearly established. The objectives set the tone and focus for the mentoring association. They also enable the mentee s progress to be evaluated. Two of the many effective techniques that mentors use in order to enhance mentees learning and development are formal learning objectives, and reviewing the development plan. 

Development. Mentoring relationships are assumed to offer reciprocal benefits for mentors and mentees. Many corporations believe that mentoring programs may offer the optimal... 

It was very difficult to write a section on the disadvantages of mentoring, not least because there are so few critical studies on the topic. Furthermore, most negative issues that occur in mentoring relationships are problems that need to be dealt with they are not reaUy disadvantages per se. Common problems of mentoring relationships wiU be discussed in detail in Chapter 11, which will also suggest potential solutions to these. 

Other s negative emotions. In cases where a third party feels compromised by any one mentoring relationship, mentor and/or mentee can be put at a disadvantage. For example, if the mentee becomes the subject of someone s envy (most likely an individual who was unable to enter a mentoring relationship), the scene could be set for some unpleasant events. These may include active attempts by this third party to harm the mentee s reputation and obstruct his or her progress. 

Mentoring relationships are unlikely to work unless they are volimtary associations. This implies that the mentee will want to be mentored in the first place, regardless of who the mentor is. It also implies that the mentor-mentee match has to be a good one, i.e. one that is desirable to both parties. A mentoring relationship is perceived as desirable if, for example, it fulfils the mentor s and mentee s expectations. A relationship is also desirable if rapport is built quickly. 

This is a limiting belief, and should not be adhered to. If we only seek out mentors of the same race and gender, we limit ourselves to a narrow perspective. The basis of a mentoring relationship is to learn, and mentees cannot fully appreciate the diversity of life and work if they solely seek out opinions similar to their own. A mentor should aim to challenge and stimulate the mind of mentees, and mentees should be hungry for new ideas and creative solutions. 

Setting up meetings with the other trainees to exchange information about how to get the best out of their mentoring relationship. 

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