Professional Documents
Culture Documents
Name
Course
Institutional Affiliation
Mentoring/ Workplace People Development Strategies 2
Table of Contents
Introduction ..................................................................................................................................... 3
Teacher ........................................................................................................................................ 4
Sponsor ........................................................................................................................................ 4
Cheerleader.................................................................................................................................. 5
Counsellor ................................................................................................................................... 5
Friend .......................................................................................................................................... 5
Nurturance ................................................................................................................................... 6
Approachability ........................................................................................................................... 6
Competent. .................................................................................................................................. 7
Inspiration.................................................................................................................................... 8
Conscientiousness ....................................................................................................................... 8
Mentoring .................................................................................................................................... 9
Conclusion .................................................................................................................................... 11
References ..................................................................................................................................... 12
Mentoring/ Workplace People Development Strategies 3
Introduction
Mentors take part in the professional development of their juniors by providing the needed
guidance and support. For the successful mentoring relationship both the mentor and the mentee
must be genuinely committed (Allen & Eby, 2011). Eby, Allen, Evans, and DuBois (2008) give
two categories of the roles of mentors which include career and psychosocial mentoring. Career
related mentoring aims at stimulating the mentees career development. Psychosocial mentoring
on the other hand seeks to enhance personal relationships (Eby, Allen, Evans and DuBois, 2008).
Mentors have so many important roles and responsibilities. They are teachers, counselors,
agents, networkers and could even pass for mentees themselves. Meister and Willyerd (2010)
note that mentors are supposed to possess specific mentorship skills for successful mentorship
efforts. A mentor is supposed to be an active listener to be able to carefully listen to what the
mentee is saying. Besides that, a mentor is supposed to provide the uninterrupted time needed to
meet the mentee. They should be alert to all forms of non-verbal cues and must give the mentee
ample time to express themselves before jumping in. Mentors are also supposed to be
cheerleaders by celebrating the success attained by their mentees and by offering their mentees
DuBois, Portillo, Rhodes, Silverthorn, and Valentine (2011) hold that mentors are also supposed
to be very good role models. They are supposed to lead by example by demonstrating a
professional behavior. They are also expected to uphold integrity. Besides that, mentors are
intimidated by the success of their mentees. Mentors are also expected to be mature enough to
Role of Mentors
Teacher
As teachers mentors are tasked with providing information to their mentees and modeling the
behaviour of their mentees. According to Straus, Graham, Taylor, and Lockyer (2008),
information provision and behaviour modeling ensure that the mentees gain a better
understanding of what is expected of them from the mentor mentee relationship. Besides that, the
role of mentors as teachers gives guidance to their mentees on the traits that are required for
success in their line of work. Mentors also teach their employees how to follow the laid down
rules within an organisation. Mentors also teach their mentees, the best work techniques and how
to achieve the best productivity in one's line of work. They also teach their mentees how to
respect authorities within an organisation and how to follow the appropriate channels of
communication. They, therefore, concentrate on making sure that the employees turn out to be
Sponsor
As sponsors, mentors help their mentees to get new opportunities. As Fransson (2010) states,
mentors act as a bridge between an employees current job or position and the next. The mentors
may pass onto their mentees, the skills, and knowledge required to move up the ladder in the
same organisation or a different organisation. The mentors may, therefore, play the role of
referring the mentees to other people within or outside the organisation thereby facilitating their
growth. They may also help in promoting the talents of their mentees through such kinds of
referrals. Promoting of employees talents either within or outside the organisation as Rigg and
ODwyer (2012) assert, ensures that they are recognised which makes it easier for the employees
to get other employment positions with other organisations or the same organisation.
Mentoring/ Workplace People Development Strategies 5
Cheerleader
Mentors play a very key role in the motivation of their mentees. Ali and Panther (2008) maintain
that mentees can gain a lot of motivation from intrinsic rewards which may involve shout outs
and praises. By praising the mentees for a job well done, the mentors ensure that the mentees
reinforce such kind of performance which is good for the development of their skills. Mentors
also play the role of challenging the assumptions of the mentees and encouraging them to
develop. The mentors constantly challenge their mentees to do better, which enhances their skills
Counsellor
Mentors also play the role of counseling. Carraher, Sullivan, and Crocitto (2008) hold that
mentors constantly counsel their mentees on how to explore careers, set goals, develop contacts
and identify resources. Most of the mentees may not be sure of the direction that they want their
career to take. It is, therefore, the role of the mentor to offer guidance and walk the mentees
down their career path and show the mentees what it means to be an expert in their career.
Mentors may also counsel their employees and help them to set achievable goals in their careers.
This could be the case in the situation in which the mentees do not know how to set appropriate
performance goals. As counselors, mentors may also assist with the psychosocial aspect of
counseling in which case they can help their mentees in dealing with their matters or even
achieving a healthy work life balance (Carraher, Sullivan and Crocitto, 2008).
Friend
Apart from the professional relationship, mentors can also act as friends and help the mentees in
dealing with their relationship. The mentors can engage in a more personal relationship with
their mentees to help with the personal and the professional growth of their mentees. Rigg and
Mentoring/ Workplace People Development Strategies 6
ODwyer (2012) argue that the mentors need to be approachable which requires them to be
Nurturance
As Nurturer's mentors are supposed to be sensitive, kind, easy going, compassionate, empathetic,
patient and generous. The mentors must understand that the mastery of skills takes some time.
They must understand that just like a business that goes through the different stages of
development in the business life cycle, employees also go through a lot of stages when mastering
skills within an organisation (Lumpkin, 2011). They must understand that new employees need
to take some time to learn the new organisation and adopt to the new ways of doing things within
the organisation. They must be empathetic enough to understand the situation of their
employees. Their expectations of their mentees must be guided by the level of the employees in
the organisation. Employees at start up must be given time to grow and pick up new skills within
an organisation in a reasonable amount of time. As nurturers, mentors must also be very sensitive
to the feedback that they give to their employees. Employees can be very weak sometimes and
the feedback that they get from their mentors can either make or break them within their
organisations. Mentors must, therefore, be kind and sensitive and give feedback in a very
constructive manner. They must be easy going to make it easier for employees to deal with them
Approachability
Muldoon and Wijeyewardene, (2012) maintain that mentors must also be very approachable.
They must be very humorous and friendly to make it easier for mentees to easily approach them
with problems. Mentees are more drawn to mentors who are friendly and humorous since it
Mentoring/ Workplace People Development Strategies 7
makes it easier for them to approach them with any issue. Being friendly and humorous makes
the mentors a bit predictable which therefore makes it easier for the employees to approach them
with their concerns. Mentors are also supposed to be very encouraging. Encouragement
motivates employees to continue working hard. It encourages them to put on more effort on
whatever they have been doing at the organisation. Mentors must also be able to communicate to
employees. Communication is the best way of giving feedback to mentees on what is working
and what is not working. Mentors must be able to communicate to their mentees often and give
the needed advice (Rhodes and DuBois, 2008). Besides, that mentors must be positive. Negative
criticism only serves to discourage mentees and may make them appear inferior which could
eventually make them give up. On the contrary, mentors must learn the art of giving constructive
feedback to their employees. Constructive criticism shows that a mentor is considerate of their
mentees which set the ground for a positive working relationship (Carraher, Sullivan and
Crocitto, 2008).
Competent.
Mentors should be knowledgeable and intelligent. Heavin and Neville (2008) insist that
mentoring people involve passing on skills to them which can only happen if the mentor is very
competent. The mentors must, therefore, keep themselves up to date with relevant information.
They must be aware of all the industry trends and new things that shape how people work or
interact within an industry. Demonstration of such kind of knowledge inspires a lot of respect
and following from the employees. It builds the confidence of the mentees on the mentor which
is very essential for a successful mentor-mentee relationships (Gassman & Gleason, 2011). If the
mentees believe that the mentor is not skilled or competent, they will be take the lessons passed
on to them by the mentor less seriously which is not healthy for the career of personal
Mentoring/ Workplace People Development Strategies 8
development. Mentors are also supposed to be very confident. Confidence portrays a lot of
competence and can only be achieved by being an expert in ones field. Mentors can gain such
confidence by ensuring that they have enough knowledge on whatever subject they are talking
about. Confidence builds a lot of trust and assures mentees that they are in the right hands.
Competence also comes with experience. Mentors must ensure that they are extremely skilled in
an art before taking on the mantle of passing on the skills and techniques to other people. Proper
skills will ensure that one is properly informed before making any assertions which are important
Inspiration
Mentors must be very visionary. They must be able to show their mentees their long path to
success or the achievement of the goals that they desire. They must be creative enough to apply
different solutions to different situations. Mentors must, therefore, realise that the art of
mentoring employees is not based on certain written rules but is an art that keeps on changing.
They must, therefore, be ready to apply different solutions to different problems. Inspirational
mentors must also be passionate about whatever they are doing (Munro, 2009). The best way to
prove to someone that a certain trait or skill is important can only be done by leading through
example. Inspirational mentors must also be challenging and assertive. They must ensure that
they give their mentees, problems that require critical thinking before getting the needed
solutions. Besides that, they must be assertive to ensure that mentees accomplish all that is
Conscientiousness
(Munro, 2009) Stresses that mentors are supposed to be efficient. They must ensure that they are
efficient in doing their tasks to give a good example to their mentees. They must also be
Mentoring/ Workplace People Development Strategies 9
organised. Before preaching principles of organisation and consistency, they must ensure that it
starts with them. The mentees must demonstrate this in the manner in which they organise their
tasks and the manner in which they accomplish their daily activities. Mentors must also be
disciplined. They must lead by example by making sure that they follow the stipulated rules of
conduct within an organisation and stick to their word. Doing that will be a sure way of instilling
such virtues in their employees. Mentors are also supposed to be strict to ensure that everything
that is supposed to be done by mentees is done. Adopting laissez faire attitude may only
encourage laziness and non-compliance among mentees (Heavin & Neville, 2008).
Mentoring
Mentoring exists as one of the people development strategies in the authors organisation. The
strategy as Adeyemi (2011) holds, is normally meant to ensure that employees pick up the best
The purpose of mentoring just as Karcher and Nakkula (2010) states is to prepare new
employees for their roles within the organisation and also to prepare for succession planning
within the organisation. The organisation uses mentoring as one of the ways of preparing the
Millennials for the positions that are expected to fall vacant upon the retirement of the baby
Each employee is attached to one skilled employee within the organisation. The employees learn
from the experts and ask questions where things are not clear. The experts who are often the
supervisors, in turn, give feedback to the employees on how they are performing and what they
need to improve on in their career. The mentorship extends to include more personal factors like
how to build relationships and how to handle personal and job conflicts within the organisation.
Mentoring/ Workplace People Development Strategies 10
The mentorship program has been very effective in meeting the needs of the organisation since it
creates employees who are very open and who have a clear knowledge of the direction that they
want their career to take. It has also improved communication within the organisation and
ensured that there are clear lines of communication within the organisation. The mentorship
program has also reduced staff turnover as most employees feel happy to work within the
organisation. It has made succession planning much easier since employees can easily fit into the
The strategy can be made better, by getting specialists who can deal with certain issues as Davis
(2008) advice. When it comes to personal matters, the organisation should get professionals who
are well equipped with personal relationships and how to help employees deal with personal
issues within the organisation. Good mentors are supposed to be competent and professionals at
what they do. Getting line managers to handle personal relationship matters may not help.
This is done by making sure that all the employees have access to all the resources needed to
advance their career. The organisation has put together a library of all the important resources
needed to guide employees ion their jobs. Employees are also trained on several new ways of
doing their work and keeping up to date with the relevant industry standards.
The purpose of the technique is to ensure that employees are kept up to date with the happenings
in their line of work. It also ensures that the employees receive the relevant training in their lines
of work which as Harrison (2011) notes reinforces the best industry standards in their aspects of
work.
Mentoring/ Workplace People Development Strategies 11
The professional development program involves all the employees in the organisation and also
acts as a means by which professional and talented employees pass on their skills to other
employees within the organisation. The employees benefit from the program through the
application of new technology and new techniques in their respective lines of work just as
Kinicki and Kreitner (2012) asserts. The program also motivates employees and has been
Conclusion
Employee professional development strategies are therefore very important in improving the
skill sets of employees and in developing a motivated workforce. Improved skill sets and
motivated workforce translates into reduced staff turnover and better quality of work within the
organisation. However, mentors must ensure that they are competent and professional. They
must also be friendly and humorous to ensure that they are easily approachable by their mentees.
However, they must still be assertive to ensure that all their directives are followed. It, therefore,
References
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Ali, P. A., & Panther, W. (2008). Professional development and the role of mentorship. Nursing
Allen, T. D., & Eby, L. T. (Eds.). (2011). The Blackwell handbook of mentoring: A multiple
Carraher, S. M., Sullivan, S. E., & Crocitto, M. M. (2008). Mentoring across global boundaries:
Davis, D. J. (2008). Mentorship and the socialization of underrepresented minorities into the
DuBois, D. L., Portillo, N., Rhodes, J. E., Silverthorn, N., & Valentine, J. C. (2011). How
Eby, L. T., Allen, T. D., Evans, S. C., Ng, T., & DuBois, D. L. (2008). Does mentoring matter?
Fransson, G. (2010). Mentors assessing mentees? An overview and analyses of the mentorship
role concerning newly qualified teachers. European Journal of Teacher Education, 33(4),
375-390.
Gassman, J., & Gleason, M. C. (2011). The importance of mentoring relationships among youth
Heavin, C., & Neville, K. (2008). Mentoring knowledge workers. In Knowledge Management:
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Kinicki, A., & Kreitner, R. (2012). Organizational behavior: Key concepts, skills & best
Lumpkin, A. (2011). A model for mentoring university faculty. In The Educational Forum (Vol.
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Muldoon, R., & Wijeyewardene, I. (2012). Two Approaches to Mentoring Students into
Academic Practice at University. Journal of the Australian & New Zealand Student
Rhodes, J. E., & DuBois, D. L. (2008). Mentoring relationships and programs for youth. Current
Rigg, C., & O'Dwyer, B. (2012). Becoming an entrepreneur: researching the role of mentors in
Straus, S. E., Graham, I. D., Taylor, M., & Lockyer, J. (2008). Development of a mentorship