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Mentor Essay | Free Mentor Essay Example and How to Becoming a Mentor Essay?

August 27, 2021 by Prasanna

Mentor Essay: What Is A Mentor? An experienced individual who helps you grow your skills, make better decisions, and gain new perspectives in your life and career is called a mentor and the person receiving it is called a mentee. Mentor Essays highlights that Mentors provide guidance, advice, feedback, and support to the mentee. They serve as various role models in the form of a teacher, counselor, advisor, sponsor, advocate, etc. As a mentee, your mentor will share their experience to give you guidance on your career or personal life.

You can read more Essay Writing about articles, events, people, sports, technology many more.

Qualities Define a Good Mentor

It is very important to select the best mentor. Some good qualities that all good mentors possess are:

At the very first, your mentor should have a good record of success and more experience than you.
A great mentor is someone who will help you to create a better version of yourself.
“Look for mentors who are authentic, empathetic, creative and honest,” said White.
You are always in search of someone who can give you proper guidance for your professional growth, but also someone who will speak the truth to you.
Sometimes you need some constructive criticism, while other times you need someone who can encourage you on your success. A good mentor can provide all of those things.

Responsibilities of a Mentor

Mentor Essays tries to highlight the responsibilities of a good mentor.

A mentor can professionally guide the mentee in a friendly and supportive way. A mentor should always try to meet the needs of the mentee. Following are the responsibilities of a successful mentor.

Establishes, good relation with the mentee
Understand the mentee’s explicit goals and objectives
Respect your mentee and develop mutual trust with them.
Ensure confidentiality of the matters and information discussed by the mentee.
Help the mentee to take responsibility for their growth, development, and career planning on their own.
Conduct meetings with mentees on a regular basis.
Actively listens to mentee
Provides, honest, and constructive feedback
open to hearing feedback from your mentee.
Follows the commitments made to the mentee
Respects mentee’s limits
Maintains a professional relationship, doesn’t enter into the mentee’s personal life or expects to be close friends
Ends the relationship at the agreed time

Responsibilities of a Mentee

A healthy relationship is a result of both parties. Mentor essays point out that mentees are also equally important to develop a healthy relationship with a mentor. Some of the responsibilities of the mentees are:

Share your ideas, concerns and professional goals. with your mentor openly.
Be punctual for your mentoring sessions.
provide a brief update on progress.
Respect and trust your mentor.
Your mentor’s role is to share valuable experiences with you. He is not responsible for your career..
Ask direct questions about your needs.
Ask questions without any hesitation. Don’t be shy about asking,
Capture ideas and insights from the session
Stick to the commitments you and your mentor make to each other.
Respect your mentor’s personal boundaries. Don’t inundate your mentor with emails or phone calls.
Remember to appreciate your mentor after each session. This will let your mentor know how he or she is making a difference for you.

Mentor and Mentee Relationship

In Mentor essays, I would like to corner that no relationship is perfect, the same is the case with mentor and mentee relationships. Each relationship has its own features. A mentor and mentee should respect and trust each other. And who knows? This mentor and mentee relationship might turn into a life-long friendship.

No mentor and mentee relationship is the same. They come in different shapes and sizes. However, there are key qualities that each mentor-mentee relationship should have to possess:

Willingness to help each other succeed
Disseminate information as needed
Give and receive feedback both ways
Improve interpersonal skills
Actively listen and communicate
Empathize for one another
Respect each person’s time

Mentor essays will make you aware that rather than learning through trial and error, a mentor is a person you can look for.

Short Mentor Essay

A mentor is someone who educates, instructs, inspires and shows the correct path to another person through their past experience. In everyone’s life, there is a person who is the role model, or someone you admire and that someone is your mentor. The one who can change the way you feel about certain issues for the better. In the Mentor essays you will get to know that generally, a mentor is someone who is always there for you and enjoys listening and talking to you. A mentor is one of the important people who serves as an advisor and is confident with whom a person can be open to discuss various issues. In fact, a mentor is a source of experience and information from which you can learn.

A mentor can make an actual difference in your work life as well as your personal life. The impact of a mentor’s guidance and wisdom now may not be realized at the beginning but you will realize its positive impact over time and go on to become a mentor to others.

FAQ’s on Mentor Essay

Question 1. What is the role of a mentee?

Answer: To have a strong bond between a mentor and a mentee, mentee also have a certain role;e to play some of them are:

Share your goals and fears openly with a mentor.
Don’t expect the mentor to do spoon-feeding.
Share your failures and struggling issues.
Listen to the mentor carefully and then apply the mentor’s guidance.
Always respect and value the mentor’s support.
Keep a professional relationship with the mentor

Question 2. What are the key qualities of a good mentor?

Answer: Key Qualities of a Good Mentor are

Good listener

Question 3. What are the 3 A’s in a mentorship?

Answer: In an effective mentorship, the three A’s comprise active listening, availability, and analysis. If your mentor has these 3 A’s you will feel like you’re in safe hands and gain value for your business.

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Free Mentor Essay Example

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Topic: Journey , Perspective , Teaching , Life , Mentor , Tourism , Skills , Success

Published: 02/25/2020

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In life, a mentor is one of the important people who serve as an objective advisor and confidant with who a mentee can be open to discuss various issues. It is worth noting that a mentor is not a molder but rather someone who inspire and serve as role model. In fact, a mentor is a source of experience and information from which a mentee can learn from. My life mentor came as part of my academic life, and we have always bonded and focused on something deeper. Education can be one of the difficult activities and it calls for crucial perspective and mentorship. My mentor is associated with academics and his life is one of a kind. In general perspective, the life of my mentor had a lot of impacts in my life. In fact, his life journey is an absolute role model and exemplary example that has become part of my life. The journey of my mentor was driven by a global vision. This is because he has tremendously become successful in life based on his view based on broader objectives and goals. In his day to day activities he was driven by his global vision. Perhaps, my mentor always asserted that a program is one of the absolute means in achieving life goals. My mentor became successful through his focus on leading from the front. The journey of my mentor was full of challenges both financial and social, but he was always willing to share his expertise, skills, and knowledge. The life journey of my mentor was full of demonstrations of positive attitude as well as positive aspects. There were occasions whereby life seemed to be difficult and success seemed unachievable. He could always focus on the importance of remaining positive in a life and he always builds a positive attitude towards life. My mentor has always succeeded in most of his activities, but what is behind his success is the personal interest in mentoring and the urge to make the world a better place for all people. My mentor life was a clear image of what good mentors should look like. He was compassionate, knowledgeable, and possessed good qualities of a trainer and a teacher. It is worth noting that mentoring is more of teaching that the art of changing someone’s life. He could communicate so easily, and this formed the basis of all educative sessions that we carried out. Mentorship entails growth among all the stakeholders. There are occasions whereby my mentor could take some advice from me. Such life is encouraging since he focused on growth and dynamic nature of life. Based in the life of my mentor, values and good network are some of the common characteristics. The essence of having good network with other people drives one towards success. On the society, my mentor is well known for his ability and reputation to help others and make them solve their problems. Setting of good example sets the centre stage of the entire mentoring skills and knowledge. Mentoring incorporates various activities, my mentor was a father of a family, but he always focused at solving the mentee problems rather than involving them in their problems. One of the crucial components of my mentor life journey is the issue of professionalism. He basically had professional skills, which include respect, personal courage, competence, integrity, as well as commitment. These qualities that he possessed during the mentoring process seemed to have been the pillar of his career as a mentor. My mentor is one of the important people in my life for various reasons. It is evident that he has actually impacted my life in various ways. Looking at my entire life, I attribute my success and strengths to him since he saw me through various aspects of life. In life we tend to underestimate the impacts of mentor, and this is why many people fail in life. My mentor is very important because he encouraged me in various occasions. There are many occasions that I feel too low, and in such occasions he encouraged me. In addition, my mentor is important because he helped me reduce the mistakes I make in life. The wisdom that I received from him helped me to prevent the mistakes that could not be avoided easily. I was weak in various issues, but through his mentorship I managed to eliminate my weaknesses. This is one of the difficult aspects of mentoring since it entails a lot of pruning off. Our friends will always tolerate our weakness, but a mentor will ensure that the weakness is eliminated. He is also important because he brought out my strength and ensured that i realize my potentials in life. It is through my mentor that I became truthful and honesty. Success in life is all about saying the truth and being honesty. There are various impacts that my mentor has caused in my life. Some of the impacts are associated to empowerment, support, expectations, boundaries, social competencies, time management, positive identity, as well as positive values. In gametal perspective, the life of my mentor is a clear perspective of a good mentor.

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Introduction to Mentoring: A Guide for Mentors and Mentees

In 2006, American Psychological Association (APA) President Gerald P. Koocher, PhD, convened a presidential task force on mentoring to connect psychology graduate students and early career psychologists with more experienced senior psychologists in a range of mentoring relationships that cut across areas of scientific and professional interests. The mission of the task force was to work with organizations and individuals to facilitate mentoring relationships both formal and informal; and to leave structures in place that will sustain mentoring as an integral part of being a psychologist. To accomplish this goal, the task force created a training program for potential mentors and mentees that is appropriate for State, Provincial, and Territorial Psychological Associations and Divisions. A pilot mentoring program is being launched at the 2006 convention and if it proves successful, a broader program may be established. A long term goal is to establish web-based networking for the APA membership. Further, the task force hopes these efforts will inspire diverse educational, research, and policy outcomes. To gather support for this endeavor, the task force established partnerships with the Policy and Planning Board as well as other boards and committees. They sponsored special programming at the 2006 convention that stemmed from this initiative. This Introduction to Mentoring was produced as a general guide for prospective mentors and mentees who are interested in engaging in professional developmental relationships

A mentor is an individual with expertise who can help develop the career of a mentee. A mentor often has two primary functions for the mentee. The career-related function establishes the mentor as a coach who provides advice to enhance the mentee’s professional performance and development. The psychosocial function establishes the mentor as a role model and support system for the mentee. Both functions provide explicit and implicit lessons related to professional development as well as general work–life balance.

For the purposes of this document, it is important to differentiate between the terms protégé and mentee . The term protégé has a clear history in mentoring research and primarily applies to individuals engaged in senior–mentor and junior–protégé relationships within an organization where protégés are clearly identified as “under the wing” of a mentor — protected and nurtured over time. The term mentee is used here to refer to the broad range of individuals who may be in the role of “learner” in mentoring relationships, regardless of the age or position of the mentor and mentee.

Research has consistently found mentored individuals to be more satisfied and committed to their professions than non-mentored individuals (Wanberg, Welsh, & Hezlett, 2003). Furthermore, mentored individuals often earn higher performance evaluations, higher salaries, and faster career progress than non-mentored individuals. Mentors can also benefit from a successful mentoring relationship by deriving satisfaction from helping to develop the next generation of leaders, feeling rejuvenated in their own career development, learning how to use new technologies, or becoming aware of issues, methods, or perspectives that are important to their field.

In the initiation stage , two individuals enter into a mentoring relationship. For informal mentoring, the matching process occurs through professional or social interactions between potential mentors and mentees. Potential mentees search for experienced, successful people whom they admire and perceive as good role models. Potential mentors search for talented people who are "coachable." Mentoring research describes this stage as a period when a potential mentee proves him- or herself worthy of a mentor's attention. Both parties seek a positive, enjoyable relationship that would justify the extra time and effort required in mentoring.

Formal mentoring programs manage the matching process instead of letting these relationships emerge on their own. Good matching programs are sensitive to demographic variables as well as common professional interests. The assignment of a mentee to a mentor varies greatly across formal mentoring programs. Mentors may review mentee profiles and select their mentees or program administrators may match mentors and mentees. Regardless of the method, a good formal mentoring program would require both parties to explore the relationship and evaluate the appropriateness of the mentor–mentee match.

The cultivation stage is the primary stage of learning and development. Assuming a successful initiation stage, during the cultivation stage, the mentee learns from the mentor. Two broad mentoring functions are at their peak during this stage. The career-related function often emerges first when the mentor coaches the mentee on how to work effectively and efficiently. Coaching may be active within the mentee's organization when a mentor assigns challenging assignments to the mentee, maximizes the mentee's exposure and visibility in the organization, and actively sponsors the mentee through promotions and recognition. Mentors outside of the mentee's organization can also provide valuable advice on how to thrive and survive; although they lack organizational power to directly intervene on behalf of the mentee. The psychosocial function emerges after the mentor and mentee have established an interpersonal bond. Within this function, the mentor accepts and confirms the mentee's professional identity and the relationship matures into a strong friendship.

The cultivation stage is generally a positive one for both mentor and mentee. The mentor teaches the mentee valuable lessons gained from the mentor's experience and expertise. The mentee may also teach the mentor valuable lessons related to new technologies, new methodologies, and emerging issues in the field.

The separation stage generally describes the end of a mentoring relationship. The relationship may end for a number of reasons. There may be nothing left to learn, the mentee may want to establish an independent identity, or the mentor may send the mentee off on his or her own the way a parent sends off an adult child. If the relationship's end is not accepted by both parties, this stage can be stressful with one party unwilling to accept the loss. Problems between the mentor and mentee arise when only one party wants to terminate the mentoring relationship. Mentees may feel abandoned, betrayed, or unprepared if they perceive the separation to be premature. Mentors may feel betrayed or used if the mentee no longer seeks their counsel or support.

During the redefinition stage , both mentor and mentee recognize that their relationship can continue but that it will not be the same as their mentoring relationship. If both parties successfully negotiate through the separation stage, the relationship can evolve into a collegial relationship or social friendship. Unlike the cultivation stage, the focus of the relationship is no longer centered on the mentee's career development. The former mentor may establish mentoring relationships with new mentees. Likewise, the former mentee may serve as a mentor to others.

The mentoring relationship is inherently flexible and can vary tremendously in its form and function. The mentoring relationship exists between one individual in need of developmental guidance and another individual who is both capable and willing to provide that guidance. Further, the mentoring relationship represents an important developmental relationship for the mentee as it supports and facilitates his or her professional development. Given the wide variety of mentoring relationships, they are broadly classified as formal or informal (Chao, Walz, & Gardner, 1992) according to the manner in which the relationship formed. Below are some of the possible needs of mentees, roles and characteristics of mentors, and settings for the relationship, which can be combined to create a wide variety of relationships.

Mentee Needs

Guidance in a general or specific professional area
Series of questions or issues
Broad career development
Early career development
Ethical and moral guidance
Assistance in navigating professional settings, institutions, structures, and politics
Professional identity development guidance

Roles and Characteristics of Mentors

Acts as an experienced role model
Provides acceptance, encouragement, and moral support
Provides wisdom, advice, counsel, coaching
Acts as a sponsor in professional organizations, supports networking efforts
Assists with the navigation of professional settings, institutions, structures, and politics
Facilitates professional development
Challenges and encourages appropriately to facilitate growth
Provides nourishment, caring, and protection
Integrates professional support with other areas such as faith, family, and community
Accepts assistance from mentee in mentor's professional responsibilities within appropriate limits
Enjoys the opportunity to pass on their wisdom and knowledge and collaboration with early career professionals
Professional settings
Organizations (e.g., APA)
Internet, email, telephone
Informal national and international networks within specialties

Relationship Types

Established career and early career
Professor to student
Professional to professional
Peer mentoring (same developmental level with specific experiential differences)
Parent-like features can be present
Task-focused versus relationship-based
Daily contact versus less frequent contact
Short-versus long-term mentorships
Collegial collaborations

Informal Mentoring

Informal mentoring relationships develop spontaneously and are not managed or specifically recognized as a mentoring relationship within a larger organization. A mentor reaches out to a mentee (or vice versa) and a relationship develops which benefits the mentee's professional development. Due to the spontaneous development, these relationships depend somewhat more on the individuals having things in common and feeling comfortable with each other from the beginning. The relationship may develop out of a specific need by the mentee around a task or situation for guidance, support, or advice. The relationship is most likely to be initiated by the mentee as she or he seeks support around a specific task. This type of relationship might also develop when an established professional needs an early career professional to complete certain tasks within an office or project setting.

Formal Mentoring

Formal mentoring relationships develop within organizational structures that are specifically designed to facilitate the creation and maintenance of such relationships. Wanberg, Welsh, and Hezlett (2003) identified six primary characteristics of formal mentoring programs that can directly influence the program's effectiveness: (a) program objectives, (b) selection of participants, (c) matching of mentors and mentees, (d) training for mentors and mentees, (e) guidelines for frequency of meeting, and (f) a goal-setting process. Program objectives may vary from socializing newcomers into an organization to intense career development of a target population (e.g., high potential people, women, ethnic minorities). These objectives affect the scope of the mentoring and will help drive goal-setting and training objectives. Formal mentoring programs are generally more effective when mentors voluntarily participate (rather than being drafted or coerced) and are intrinsically motivated to help mentees (Baugh & Fagenson-Eland, in press).

Formal programs vary widely in their methods to match mentors and mentees, and in their preparation of individuals to engage in mentoring. Programs that solicit important matching criteria from both parties are more likely to initiate successful mentorships. Matching criteria may include professional interests, demographics, geographical location, human interest factors (e.g., hobbies, lifestyles), personality, values, and learning orientation.

Orientation or training programs for mentors and mentees can help both parties establish a psychological contract for the relationship. Training objectives can include clear communications of expectations of the relationship, goal-setting procedures, conflict resolution skills, and general structure of the mentoring program. Furthermore, these programs often suggest guidelines for frequency of meetings. Ragins, Cotton, and Miller (2000) found such guidelines were related to more frequent meetings and more mentoring. Typical guidelines suggest one or two meetings per month and specify the mentee as the responsible party to initiate these meetings.

Finally, a goal-setting process provides structure to the relationship. Good goals are specific, measurable, attainable, relevant, and time-bound.

Developmental Networks and Mentoring

Mentees often have more than one mentor throughout their careers. With multiple mentors, a mentee can benefit from different mentors who have a variety of experiences and skill strengths to share. A developmental network perspective is used to expand our understanding of mentoring. Different mentors may be able to address different developmental needs of mentees in order to facilitate career progress.

Filstad (2004) observed that most organizational newcomers had multiple role models that served different needs during the work adjustment process. Although most of the mentoring research has focused on only one mentor–mentee relationship, Kram (1985) recognized relationship constellations that provide multiple sources of developmental support for a mentee. More recently, Higgins, Chandler, and Kram (in press) provide a theoretical framework to reconceptualize mentoring. The typology of developmental networks is described by two dimensions: (a) the diversity of social systems from which mentees draw upon to form developmental relationships, and (b) the strength of these relationships.

For early career psychologists, a matrix of mentors and developmental functions is presented in Table 1 (PDF, 182KB). Consistent with developmental networks, the matrix recognizes that one mentor may not address all of a mentee's developmental needs and that additional mentors may be needed to fill in the gaps (Chao, in press).

A mentor's position, relative to the mentee, is typically superior in status and power, although some mentors may be peers and others may even be subordinate to the mentee. Mentors who have professional roles that are superior to the mentee often have power to affect the mentee's career development. They may be in positions of authority to evaluate the career progress of the mentee or to provide resources and experiences that enhance the mentee's development. These mentors also can use their power indirectly, by influencing people who are directly responsible for the mentee. In contrast, peer mentors typically do not exercise formal power over mentees, but they often provide support and both partners share lessons learned as their careers progress. Their similar positions and shared developmental needs provide a common ground for peer mentoring. Finally, subordinate mentors can be rich sources of information about people and procedures. Mentees who are new to an organization may be more comfortable asking a subordinate or staff person for help because making the request and receiving evaluations are generally less threatening.

In addition to superior, peer, and subordinate types of mentors, these relationships can be distinguished by the key criteria that match a mentor with a mentee. Typically mentees are drawn to mentors who have key experiences in a particular professional specialty or interest area. The professional area is an obvious matching criterion, but it is not the only one. Mentees often seek mentors who share important demographic characteristics such as gender, race, religion, and sexual orientation. Furthermore, mentees can identify with particular mentors who have values, attitudes, and experiences that the mentee holds or aspires to have.

Table 1 (PDF, 182KB) illustrates how different mentors may help a mentee address a variety of developmental needs. This table is presented as an example and is not an exhaustive list of mentoring relationships or types of mentoring support. Across the top of the table are six types of mentoring relationships describing mentors who are senior, peer, or junior to the mentee, and also describing matches based on professional interest, demographics, or common values and experiences. Four career-related and four psychosocial mentoring functions are described for early career psychologists. Table 1 illustrates how a senior mentor may be well-positioned to help a mentee publish scholarship and obtain tenure, yet that senior mentor may not be well-positioned to help a mentee balance work–family issues. Thus, multiple mentors may be better than a single mentor. Although there is some research to support the use of multiple role models or mentors (cf. Filstad, 2004), more information is needed to know how mentees synthesize lessons learned and how they resolve conflicting information and advice.

Many psychologists are familiar with the necessity of rapport development with clients for positive therapeutic outcomes. The therapeutic relationship plays a pivotal role in the experience for both client and practitioner. Successful mentoring also depends on the quality of the relationship between mentor and mentee. Mentoring relationships may involve sharing more personal information related to professional growth whereas in therapeutic relationships, the therapist is likely to have stricter boundaries of self-disclosure. Training programs for counselors do not assume that trainees come with the knowledge necessary to develop strong rapport with clients, however little guidance is offered to mentors or mentees about the dos and don'ts of establishing a healthy mentoring relationship. The mentoring relationship mirrors in many ways a relationship between a counselor and a client, however it differs significantly in other ways. Areas in which the two overlap include positive regard, setting boundaries, active listening, and ethical behavior. However, one important area in which the mentoring relationship does not parallel a therapeutic relationship is that it is specifically not therapy.

In an effort to facilitate the development of functional and successful mentor relationships, articulating the rules of etiquette for these encounters may prove beneficial for both mentors and mentees. Although not intended to be comprehensive, this Introduction to Mentoring outlines key points that are essential to the development of rapport and the evolution of functional mentor relationships. Some points may be more appropriate for mentor relationships between two professionals and others more appropriate for mentor relationships between a student and a professional. These points are stated under the rubric of etiquette, along the lines of the conduct agreed upon by professionals to be observed in social and professional life.

Frequently both parties come to a mentor relationship with divergent expectations. Mentors may enter a mentor relationship to pass on wisdom received from their mentors. Mentees may solicit a mentor for counsel on career development. Some mentors may conceptualize the relationship as a business arrangement in which both parties benefit and some mentees may feel entitled to the attention of the mentor. The Stages of Mentoring section of this guide outlined the mentor relationship and establishing appropriate boundaries and warned that the relationship can devolve into a tangle from which both mentor and mentee wish to escape. What mentor does not have a story about a mentee who turned into a nightmare and a drain on resources? What mentee has not had a less than stellar mentor with stories about the hardships suffered under a tyrannical mentor? With some forethought and empathy, the mentoring experience can prove not only beneficial for all involved, but also lay the groundwork for a lifelong professional relationship.

Carl Rogers (1957) argued that all that was necessary for a successful therapeutic encounter was unconditional positive regard. Although this may not be sufficient to guarantee a successful mentor relationship, any relationship without a shared sense of respect is likely to quickly become dysfunctional. Respect is a cornerstone of the mentoring process. In a world where resources are in short supply and stress levels at all-time highs, respect can serve as a social lubricant for mentoring—respect for both mentor and mentee. Without shared positive regard, encounters become taxing and productivity levels fall. However, it is from a place of respect that a mentor understands the multiple forces involved in the struggle for professional identity development in the mentee and it is from a place of respect that the mentee understands the time limitations under which a mentor struggles. Although respect is earned and develops over time, it is a wise mentor and mentee who enter their relationship from a respectful stance.

A mentor who is clear and upfront about what the mentee can expect from a mentoring relationship, who guides the process, and who sets appropriate boundaries, creates an environment in which the relationship can thrive. A mentor who can provide perspective during critical incidents, and encourage the mentee to find balance, enables growth through the relationship. From the mentee's perspective, respectful behaviors such as punctuality, reliability, and the development of an independent work style, create an environment in which the mentor can best meet the needs of the mentee. This broad perspective may help a mentee to understand and value that the mentor relationship can be the start of a long-term, mutual, professional relationship that changes over time.

The number of complex circumstances and interactions in a mentor relationship are limitless, but basic social etiquette can be applied successfully in most cases. Respect, sensitivity, and equanimity can always serve the mentor and mentee well. Specifically, Table 2 (PDF, 120KB) lists a number of do and don't recommendations differentiated by mentor and mentee, though most can be applied to both parties.

Are ethical guidelines needed for mentoring when this process involves two adults? Should these guidelines rise to the level of standards? That is, should ethical guidelines be mandatory? Psychologist Linda Phillips-Jones suggested that standards for mentoring are not required but that better preparation for both mentors and mentees is needed ( Mentoring Group ; retrieved November 15, 2005).

Most professions have an established code of conduct, often called an ethics code. The APA's Ethical Principles of Psychologists and Code of Conduct is subdivided into five general principles and 10 standards (APA, 2002). The general principles can be seen as an aspirational guide to appropriate interactions with others in many situations, including mentoring. They do not, however, dictate what is good and bad mentoring. The following section provides an illustration of the relationship of these ethical principles to the mentoring relationship.

APA ethical principles

Principle A is Beneficence and Nonmaleficence . Psychologists should try to help others and be careful not to harm them. Although this is good advice, it may be harder to define both help and harm in the mentoring relationship than in more formal psychological relationships. When considering this principle, psychologists must also be aware that mentoring is a mutual relationship. Although one member of this relationship is viewed as having information and skills that will assist the other, the relationship is reciprocal: Each can benefit from the other over the course of the relationship. Therefore, it is not just the mentor who must remember this principle but also the mentee. The actual process of addressing this principle will be related to the purpose of the mentoring. For example, if mentoring exists within a research context, there are issues of workload and publication credit. On the other hand, if the mentoring is within an organizational context, issues may be more closely related to confidentiality and navigation of internal political systems.

Principle B, Fidelity and Responsibility , leads the mentor to clarify the roles of each party to the relationship. Part of this clarification process is establishing that the mentor will help the mentee and not just use the mentee to further his or her own career. When these roles are established, it is important for both parties to understand that they may evolve over time. A healthy mentor relationship matures and both the roles and responsibilities change to accommodate that maturation process. It is important for both the mentor and mentee to be aware of any changes that have occurred.

Principle C, Integrity , follows from the previous principle. Both the mentor and mentee need to do what they have agreed to do when establishing the relationship. If a point of conflict or confusion arises, each person should be willing to resolve that issue.

Principle D, Justice , calls psychologists to aspire to fairness, and to ensure that access to psychological services is free from inappropriate bias. By virtue of Principle D, psychologists consider choices they make regarding with whom they will enter a mentoring relationship, and explore their reasons for choosing a particular mentee as opposed to other possible individuals who may desire such a relationship.

Principle E, Respect for People's Rights and Dignity , guides both the mentor and mentee to consider personal differences so that any differences do not bias their interactions. This principle also serves as a reminder that in some mentoring relationships there may be a power differential that could impact the process.

Potential problems in mentor relationships

Although mentoring is generally defined as a relationship that helps the mentee and the mentor, problems in the relationship may hinder the career development of either individual. If the bounds of the relationship are not clearly understood, a mentee may be overly dependent on a mentor, asking for micromanagement instead of career advice and counsel. A mentee may also ask for personal favors or expect involvement and credit with the mentor's work. Such a relationship would not help the mentee establish his or her own independence and would intensify difficulties in the separation stage. Mentors should not use nor exploit their mentees, nor should they take credit for the mentee's work. They may resist the separation stage and insist on some voice in the mentee's career decisions. Severe interpersonal problems with the relationship may mitigate the value of many mentoring lessons.

Perhaps the most visible interpersonal problem in mentoring occurs when the relationship moves from a professional one to a personal one. Research on cross-gender mentoring has identified sexual relationships as a potential problem (Young, Cady, & Foxon, 2006). Although sexual relationships are not confined to cross-gender mentoring, no research on sexual relationships in same-gender mentoring has been published to date. Kram (1985) describes how observers perceive unfair advantages to a mentee who is also in a personal relationship with the mentor. If the personal relationships are substantiated within a single organization, the organization will generally terminate any formal relationship between the two individuals and may even terminate one or both participants employment.

In addition to problems within the relationship, mentors and mentees may experience problems with performance issues. Mentors may be jealous when their mentees outshine them. In addition, one partner may struggle as a result of errors made by the other. For example, a mentee's reputation may be tarnished if his or her mentor commits a serious breach of ethics. Likewise, a mentor may be viewed negatively if his or her mentee's performance is not meeting expectations. The mentor's judgment in selecting a good mentee may be questioned as well as the quality of the mentor's counsel and advice.

Problems with mentoring may be minimized when both parties have clear expectations of what the professional relationship can do and what it should not do. Formal mentoring programs often include a training component for both parties to understand the expectations. Specific content of these training programs depends on the form of mentoring and purpose of the mentoring program.

In general, personal reflection about the mentor relationship both before initiating it and throughout its course, by both the mentor and mentee, will contribute to a robust, growth-oriented relationship. Finally, although obvious but often forgotten, both the mentor and mentee are human beings who strive to meet personal needs and goals in a complex world. Everyone has bad days, and forgiveness and patience will aid in overcoming what may appear to be barriers to a successful mentor relationship.

Mentoring has long been recognized as a powerful tool in career development. Early career psychologists are advised to find mentors, either informally on their own, or to participate in formal mentoring programs. Regardless of how a mentor and mentee are matched, etiquette and ethics demand that the relationship be conducted in a professional manner with consideration and respect for both individuals. Mentoring is a dynamic process and a developmental network of mentoring can help mentees identify several mentors who can address a variety of career-related needs. Successful mentorships often evolve into friendships with both partners learning and providing support for the other.

American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American Psychologist, 57, 1060–1073.
Baugh, S. G., & Fagenson-Eland, E. A. (in press). Formal mentoring programs: A “poor cousin” to informal relationships? In B. R. Ragins & K. E. Kram (Eds.), Handbook of mentoring: Theory, research, and practice. Thousand Oaks, CA: Sage.
Chao, G. T. (in press). Mentoring and organizational socialization: Networks for work adjustment. In B. R. Ragins & K. E. Kram (Eds.), Handbook of mentoring: Theory, research, and practice. Thousand Oaks, CA: Sage.
Chao, G. T., Walz, P. M., & Gardner, P. D. (1992). Formal and informal mentorships: A comparison on mentoring functions and contrast with nonmentored counterparts. Personnel Psychology, 45, 619–636.
Filstad, C. (2004). How newcomers use role models in organizational socialization. Journal of Workplace Learning, 16, 396–409.
Higgins, M. C., Chandler, D. E., & Kram, K. E. (in press). Relational engagement and development networks. In B. R. Ragins & K. E. Kram (Eds.), Handbook of mentoring: Theory, research, and practice. Thousand Oaks, CA: Sage.
Johnson, W. B., & Huwe, J. M. (2003). Ge tt ing mentored in graduate school. Washington, DC: American Psychological Association.
Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview,IL: Scott, Foresman & Company.
Ragins, B. R., Cotton, J. L., & Miller, J. S. (2000). Marginal mentoring: The effects of type of mentor, quality of relationship, and program design on work and career attitudes. Academy of Management Journal, 43, 1177–1194.
Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Counseling Psychology, 2, 95–103.
Wanberg, C. R., Welsh, E. T., & Hezlett, S. A. (2003). Mentoring research: A review and dynamic process model. Research in Personnel and Human Resources Management, 22, 39–124.
Young, A. M., Cady, S., & Foxon, M. J. (2006). Demystifying gender differences in mentoring: Theoretical perspectives and challenges for future research on gender and mentoring. Human Resource Development Review, 5, 148–176

Centering on Mentoring 2006 Presidential Task Force American Psychological Association

Chair Jessica Henderson Daniel, PhD

Members Joseph F. Aponte, PhD Georgia T. Chao, PhD Haydee M. Cuevas, PhD Benjamin D. Locke, PhD Janet A. Ma..hews, PhD Mark A. Vosvick, PhD Danny Wedding, PhD Tanya E. Williamson, PhD

Ex-Officio Gerald P. Koocher, PhD

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Why I Want to Be a Mentor

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The power of mentoring, personal growth through mentorship, building strong relationships, the ripple effect of positive change.

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Essay Samples on Mentorship

Mentorship holds the key to unlocking personal growth, professional development, and lifelong learning. It is a powerful relationship built on trust, guidance, and shared experiences, where a mentor provides support and encouragement to a mentee, fostering their growth and helping them reach their full potential. Exploring the depths of this topic in a mentorship essay can shed light on the transformative impact it can have on individuals and society as a whole.

Writing an Essay on Mentorship

Crafting an impactful essay on mentorship requires a thoughtful approach that captures both the essence and significance of this invaluable bond. To begin, immerse yourself in the topic by studying mentorship essay examples to gain inspiration and insights into various perspectives and experiences. These examples can provide a foundation for structuring your essay and showcasing the diverse aspects of mentorship.

Consider these tips to make your essay engaging and informative:

Start by introducing the concept of mentorship in a concise yet engaging manner, highlighting its relevance and significance.
Define the key attributes of an effective mentor-mentee relationship, such as trust, open communication, and mutual respect.
Share real-life anecdotes or personal experiences that demonstrate the profound impact mentorship can have on an individual’s personal and professional journey.
To add depth and credibility to your essay, incorporate relevant research findings or studies that highlight the benefits of mentorship.
Discuss how mentorship has been shown to enhance academic performance, career development, and overall well-being.
Draw connections between mentorship and broader societal implications, such as increased diversity, inclusion, and community engagement.

While writing, ensure a smooth flow by utilizing appropriate transition words and phrases, allowing your ideas to seamlessly progress from one paragraph to another. Conclude your college essay about mentorship by summarizing the key takeaways and emphasizing the long-lasting impact of mentorship.

My Mentorship Expirience In Social Health Care Practice

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Startup Mentoring: Process and Benefits

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The Significance of Mentorship and Role Models in Empowering Women

Introduction In today's society, the need for mentorship and better role models for women is of utmost importance. Women face unique challenges and barriers in various aspects of life, including career advancement, personal development, and leadership roles. Mentorship and positive role models can provide guidance,...

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The Concept of Mentoring Essay

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What is Mentoring?

A personal development that involves a mentor and mentee is called mentoring. Mentoring is the process of correlating an individual’s personal skills with empowerment tools. Mentoring principles include synergy, relationship, and uniqueness. Synergy describes the combination of two variables to produce a greater effect. Mentoring synergy creates a learning environment. Thus, the mentee will develop learning skills. Relationship principle creates partnership between the mentor and mentee. The relationship principle describes the coaching process and pattern. The uniqueness principle creates a channel for productive learning. The mentoring process is guided by synergy, uniqueness, and relationship. Thus, mentoring can be summarized as a powerful partnership process that creates a learning environment for the mentee.

What is a mentor?

A mentor is a guide who builds an individual’s personal learning skills. The responsibilities of a mentor include training, inspiring, and teaching. Other responsibilities of a mentor include availability, support, guide, patient, and respect. A mentor acts as a guide, teacher, counsellor, motivator, coach, advisor, referral agent, and a role model. The roles of a mentor create a positive learning process for the mentee. A successful mentor makes the mentee independent after the mentoring process. A mentor must have appreciative inquiry, listening skills, empathy, respect, warmth, focus, self-disclosure, observation skills and a good storyteller. Appreciative inquiry describes the personal character of the mentor. An effective mentor must listen as a child and act with precision. Thus, a mentor creates learning strategies that develop the mentee.

What is a mentee?

A mentor provides assistance using suitable experience. An experienced mentor shortens the learning process of the mentee. The ability to guide a mentee depends on the learning strategy (Johnson & Huwe 2003). Thus, a mentor determines the strategies of the mentoring process. A mentor creates a mutual bond with the mentee. The mentor builds the communication chain with the mentee. A successful mentoring process can be achieved with a positive relationship. A mentor identifies the mentee’s weakness using corrective strategies. Thus, the responsibility of a mentor describes the objective of the mentoring program.

A mentee is the person who receives training, coaching, and experience from a mentor.

The relationship between mentor and mentee

A mentee’s desire to learn is backed up with the willingness and ability to absorb the mentoring process. The progress of the mentoring process depends on the role played by the mentee. The responsibilities of the mentee include positive attitude, willingness to learn, patience, good listener, punctual, respect, proactive, trust and charisma. The mentee usually organizes the mentoring process. Thus, a proactive mentee will guarantee the smooth operations of the mentoring process. Trust is a principle in the mentoring process. A successful mentoring process is built on confidentiality. The skills required by the mentee includes listening ability, creating scenarios, responsibility, reflection, commitment, fellowship, initiatives, connection, communication and learning skills.

Who can participate in the mentoring program?

The participants include the mentor and mentee. The mentor is a guide, teacher, coach, motivator, trainer, and a role model. The mentee is an individual willing to learn from an experienced teacher. Thus, an eligible participant must be willing to teach or learn during the mentoring program.

A mentee must be ready to receive advice and instructions. A mentee must respect and acknowledge the experience of the mentor. The driving force in a mentoring process is a willingness to learn. Thus, a mentee determines the success of the mentoring process. The roles of a mentee can be summarized in four phases. Phase 1 describes the initiation process. The mentee understands the reason for the mentoring process. Phase 2 describes the learning outcomes of the learning process. The mentee creates his or learning need. Communication expectations are development phase two. Phase 3 describes the working relationship between the mentor and mentee.

Am I obligated to accept a match?

No one is obligated to accept a match in a mentoring program. The match determinants include similarity, compatibility, mutuality, and proximity. Thus, the match determinants evaluate the participants.

The fourth phase describes the overall mentoring process. The mentee updates the mentor with the learning outcomes.

The relationship between the mentor and the mentee defines the mentoring process. Thus, we can be summarized the keys for an effective mentoring process into four categories.

Trust: An effective mentoring process is determined by the communication pattern.
Responsibility: The role of the mentor must be identified. The role of the mentee in the mentoring program must be identified. The mentor must list the order of events during the learning process.
Create long and short-term plan: The learning process must be defined by short and long-term goals. For example, the weakness of the mentee will be treated as a short-term goal while the overall mentoring objectives will be a long-term plan.
Collaborate: The collaborative effort of the mentor and mentee defines the success of the program. For example, the mentor and mentee must collaborate to solve, plan, and discuss the mentoring process. Other tips for a successful mentor and mentee relationship includes open communication, support, expectations, contact, honesty, participation, innovation, creativity, reliable and consistent.

What happens during a mentor-mentee meeting?

During a mentor-mentee meeting, the mentor creates counsel schedules and objectives.

Other activities of the mentor during the meeting include storytelling, discuss, counselling sessions and mentee’s growth. The activities of the mentee include creating agendas, organise the meeting, and summarize the mentoring goals.

How do you match mentors with the mentee?

The matching process should be guided by six considerations.

Guardian/parental approval.
Common interest.
Expectations of the participant.
Family backgrounds of the participants.
Life expectations and preferences of the participants.
Strength and weakness of the participants.

How often do the mentor and mentee meet?

The participants will determine the meeting schedule. However, the mentor and mentee must meet within the first three weeks of the program.

Additional follow-up will be required within the next three months. The meeting sessions may continue for a year, depending on the mentoring agreement.

What is the job description of operation manager?

The operations manager aligns the goals of the organisation with the available resources (Slack, Johnston & Chambers 2007). Thus, operation managers must understand the firm’s objectives, create an operational strategy, design the operational process, and improve the performance of the organisation.

What is the job description of the Training Evaluation Manager?

A training evaluation manager creates, develops, execute, and evaluate operation strategies (Filstad 2004). The personal requirements of an evaluation manager include initiative, maturity, learning, and research knowledge, communication, and organizational skills. The training and evaluation manager conducts research survey and analyses. The manager develops training modules based on the organizational strategy. An effective evaluation strategy is determined by a proper training session. The evaluation manager provides training materials for new employees.

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Home / Essay Samples / Sociology / Interpersonal Relationship / Mentor

Mentor Essay Examples

A reflection on peer mentorship experience.

The purpose of this reflection work is to discuss and reflect on the learnings gained through this Peer mentorship experience. “My mentor said, ‘Let’s go do it,’ not ‘You go do it.'”, This quote by Jim Rohn is an excellent example of a healthy mentor-mentee...

The Guiding Light of Mentorship

Mentorship is a beacon that illuminates the path to growth, offering guidance, support, and wisdom. This essay delves into the significance of mentorship in our lives, exploring how mentors contribute to personal development, fostering meaningful connections, and inspiring individuals to reach their full potential. Mentors...

The Impact of a Mentor in Life

A mentor plays a pivotal role in guiding, supporting, and inspiring individuals to achieve their goals and realize their potential. This essay explores the profound influence of mentors in our lives, discussing their role in personal and professional growth, the importance of mentorship in various...

Why I Want to Be a Peer Mentor: a Journey of Empowerment

The role of a peer mentor carries immense significance in shaping the experiences and growth of individuals. This essay delves into the reasons why I aspire to become a peer mentor, highlighting the opportunities it offers for personal development, the chance to make a positive...

The Benefits of Having a Mentor: a Reflection

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Having My Counselors as Mentors

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Mentorship and Competency Based Education

Student mentor is currently working as an endoscopy sister a role newly taken up from may 2018Working in a very busy endoscopy unit where different types of endoscopic procedures are carried out and we tend to have student nurses on a regular basis therefore I...

The Importance of Mentor in Nursing

Mentoring is a relationship between two people with the goal of professional and personal development. Nurses must find their mentoring relationship in professional practice. There are increased numbers of benefits for nurses who found the mentor in present professional practice and workplace. Highly educated nurses...

My Motivation to Be Accepted to the Mentorship Program

Even from a young age, I have never been shy of a challenge. It may be since I grew up as a middle child with two brothers, constantly partaking in competitions in my household. Challenging myself, I began to become interested in different career paths...

Definition and My Understanding of the Meaning of Mentorship

According to the Cambridge dictionary, mentoring is the act or process of helping or giving advice to a younger or less experienced person especially in a job or at school. It is also defined as an activity of supporting or advising someone with less experience...

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