Mentoring: Roles, Differences, Qualities and Strategies

This article discusses the importance of mentoring in professional development. It covers the roles of a mentor, differences between coaching and mentoring, qualities of a good coach or mentor, and strategies for aiding students. The article also addresses concerns and interpersonal relationships in mentoring and the stages of student teaching.

Running head: MENTORING
Mentoring
Name of the Student:
Name of the University:
Author Note:

1MENTORING
Task 1
A. Introduction:
The greater rewards of a teacher, educator or mentor lies in inspiring another
teacher in the field of early childhood development in exploring newer ideas that
helped in promoting the development of young children. However, the goal of
mentoring process which involves the connection of the effective strategies to the
actual reaction of the teacher with the young children lies in doing something more
in addition to providing necessary inspiration along with knowledge sharing.
Mentor refers to the oldest and the broadest term related to providing an ongoing
guidance for supporting professional development. According to Lutton (2011),
mentoring represents a process based on the relationship between the colleagues
who belongs to similar roles professionally where the individual with more
experience on adult learning skills and knowledge, also known as mentor, provides
necessary guidance to the lesser experienced mentee. Thus, mentoring intends to
increase the professional or personal capacity of an individual thereby resulting in
higher effectiveness professionally.
Out of the different roles portrayed by the Mentor or coach, self assessment
remains the most important task to be carried by the coach or the mentor. The
mentors and the coaches should remain aware of their performance during the
sessions. However, the self assessment process is done through the answering of
self evaluation form. The answers will help in gauging the efficiency of the mentoring
and the coaching role and put forward an opportunity for the coach in improving on
areas that requires attention while coaching the mentees. In addition, the collection
of insights and feedback from the learners also acts helpful in the process of self
assessment.
Explanation of Coaching:
Coaching focuses on the task and the performance. The role of a
performance or skills coach lies in providing feedback to the observed performance.
Normally coaching takes place in the work place. The coach suggests or sets the
goals for learners and undertakes periodic measurement of the learner on the

2MENTORING
development of the newer skills. Therefore, a good working relationship is necessary
between the coach and the learner.
B. Mentoring:
The mentor’s role lies in building capability. A developmental mentor helps
learner in discovering their wisdom and motivates them in working towards the
career goals and the development of the self reliance.
Mentors Helps Learner Discover Wisdom
The mentoring relationship is such where the mentors do not have any control
over mentee since the choice of the centres depends on the personal goal of the
learner. Due to the mutual beneficial relationship there is development of a strong
bond which might even last a lifetime.
C. Differences between Coaching and Mentoring
Coaching Mentoring
Coaching is task oriented and helps in
bringing the learner to different
competency level based on learning
newer skills and knowledge. It focuses
primarily on the concrete issues like
more effective management, accurate
speaking and strategic thinking. To be
successful, it is vital for the coach to
possess the credibility as expert and
ensure effective communication to the
learners. Therefore, development of a
personal relationship is not crucial for
determining success.
Mentoring is however relationship oriented and
helps in providing a safer environment where a
mentee is able to share the critical issues
affecting his or her personal or professional
success. Although competences or specific
learning goals considered the base for creation
of relationship, the focus of mentoring goes
beyond the areas like self confidence, self
perception, work life balance and the means
by which the personal influences professional.
Content expertise does not play a critical role
for mentor since he or she acts more as a
facilitator than a coach.
Coaching is for short term and hence a Mentoring is always a long term procedure.

3MENTORING
coach can successfully get involved with
a learner for a shorter time period. The
duration of the coaching depends on the
purpose of coaching relationship
Successful mentoring needs time where both
the partners are able to learn from one another
and thereby ensure building a climate of trust
that leads to the creation of an environment
where the mentee is able to feel secured and
henceforth share the real issues impacting
success. The task discussed at the beginning
of mentoring relationship is more on the
general issues. However, for the success of a
mentoring relationship the program needs to
have duration of minimum nine month to close
to a year.
Coaching is driven by performance
driven whose purpose remains in
improving the performance of each
individual within the job. This involves
either the enhancement of current skills
or the acquirement of newer skills.
Coaching is no longer required on the
successful acquirement of the skills.
Mentoring is more development driven since
purpose remains in the development of
individuals not within the current job but for the
prospect of future. Such distinction helps in
differentiating the role of immediate manager
and the mentor. It also helps in reducing the
possibility of conflict creation between the
employee manager and concerned mentor.
Coaching do not require any design and
can be conducted immediately on any
topic. However, if a company seeks in
providing coaching to large group of
people, then it must certainly incorporate
a design for the program that helps in
determining the expertise and also
assessing the tools used. But it does not
need usually a longer lead time for
implementation.
A design phase is necessary for mentoring The
phase helps in determining strategic purpose of
the mentoring program that includes the focus
areas of relationship, mentoring model and the
specific components for guiding the
relationship with focus on matching process.
The immediate manager of the learner
remains a vital partner in coaching since
The immediate manager remains indirectly
involved in the process of mentoring. Although

4MENTORING
he often provides necessary feedback to
the coach on the areas that requires
coaching. The coach then uses the
information in determining the
competency and the approach for
focusing on.
the manager can guide the employees on
utilizing their mentoring experience but do not
share a link with the mentor since there exists
no communication during mentoring
relationship.
.
Evaluation of coaching is easy as
Return on Investment (ROI). This is
because the skills and knowledge
attained by the learner shows up as
improved performance in terms of
enhanced output, efficient and successful
completion of task and resolution to
increased customer queries.
There is difficulty in quantifying the process of
mentoring since it focuses more on the
development of relationships. Besides some of
the goals are personal and does not involve
measurement. Even when the goals
considered for measurement, difficulty arises in
finding the objective data due to limited role of
immediate manager along with the fact that the
aspect of mentoring focuses more on the skills
which included critical thinking, active listening
and leadership. Measurement is however not
an impossible thing and is conducted at the
end.
Responsibilities of a Coach or Mentor
I. Role of Advisor
As advisor, the coach would help in the development of professional interests
and thereby create goals related to the career of the individual. The coach
should find how the employees are planning in developing themselves on the
basis of professional growth.
II. Role of Counsellor

5MENTORING
As counsellor, the coach must emphasize on building relationship based on
trust and mutual respect. Maintenance of confidentiality helps in building
respect and trust of individuals.
III. Role of Friend or Supporter
The coach must also try to maintain friendship and be ready in providing a
helping hand to the concerned individuals thereby sharing the successes and
the problems. Further, they should provide the necessary assurance to the
learners by believing in their potentials
IV. Role of Facilitator or Guide
The coach as a facilitator or a guide aids the person in becoming more aware
of internal happenings and issues within organization and also interpreting the
‘unwritten rules’ crucial to the learners.
V. Role of Instructor or Teacher
The coach as teacher or instructor must ensure proper education to the
person with not only the appropriate skills but also impart knowledge for
efficient performance of the job. The coach must therefore possess such
knowledge and skills
VII. Role of Motivator
The coach must be a figure of encouragement or inspiration to learners. One
way of showing motivation lies in providing a positive feedback for boosting
the morale of the learner.
IX. Role of Planner and Organizer
The coach or mentor remains hugely responsible for the preparation of the
activities and plans required for coaching.

6MENTORING
X. Role Model
The coach must portray himself as good examples of values, professionalism
and ethics in a company since most of the learners imitate the ways of their
mentors and their coaches.
D. Qualities of a Good Coach and Mentor
A successful coach or a mentor possesses certain key attributes which are as
follows:
 Be a good listener
 Remain open-minded
 Be approachable
 Be understanding, patient and considerate
 Be people-oriented
 Be supportive
 Be an achiever
 Be respected
 Be emotionally intelligent
 Be a good motivator
 Be practical and realistic
 Be inspiringly influential or persuasive
Reflection on Effectiveness of My Role as Coach or Mentor
After completion of each of the planned session with the mentees,' I motivated
them in reflecting on their own experiences since I myself used the ’tool’ for
identification of my strengths and weakness along with the measure of the learning
that I underwent (Brockbank 2006). There was however another method known as
the SWOT analysis techniques which when utilised resulted in certain insignificant
results for some of them (Turner 2002)

7MENTORING
According to Dewey (), the learners needed space and time for reflection
before entering the open discussion. This helps in the precipitating the prioritising of
the problems and supports the intervention of the practical resolutions (Bolton
2005).According to Rogers (2004), in order to be efficient mentees needed to feel
contended and positive in taking ownership of their objectives and problems.
Conner, Pokora (2007) added that the promotion of the ownership helped in
stimulating more meaningful and optimistic approach leading to a valued outcome. It
was also observed that being positive acted as indispensable factor in resolving
complicated situations (Boreen, Niday, Johnson 2003).
Focusing on 'reflection on the action' acted as an essential element for the
individuals in undergoing progress and preparation (Schon 1983). With regard to
'reflection on action' I motivated the employees in observing my mentoring skills so
that my demonstrations will enable them in easy adaptation. There were certain
occasions when I invited smaller groups of the individuals for small mentoring
sessions, where the individuals could easily reflect on the actions of one another
also known as ‘in action’ reflection put forward by (Schon 1983) which was done
under my guidance within an accommodating atmosphere (Furlong and Maynard
1995). According to Honey and Mumford (1982), all the mentees were treated huge
respect. In addition, I have made use of Howard Gardiner's' Multiple Intelligence
model and diagnostics of Visual-Auditory-Kinesthetic (VAK) learning style so that I
can recover the exact learning techniques in order to enhance the knowledge of the
mentees as well as myself ( Reece and Walker 2006).

8MENTORING
Task 2
The resources and the strategies used for aiding the students include:
 Presentation of the demo lesson plans that featured innumerable strategies
for teaching.
 Allowing both the students and the teacher in developing and preparing
original plans related to teaching.
 Providing written and oral feedback on a regular basis
 Planning a useful learning assessment in consultation with the student and
the teacher.
 Providing necessary feedback on classroom presence which includes the way
of their navigation in the classroom, their adopted style of expression and
professional demeanour and appearance.
 Providing necessary guidance in using and caring for the supplies and
material of the school.
 Guiding the student and the teacher in providing help to the students with
special needs.
 Implementation of collaborative teaching where one can take turns in
providing instruction to both the student and the teacher.
Addressing the Concern
Whenever it was discovered that the performance of the mentee fell short in a
certain manner, I tried to immediately discuss the matter with him or her. I was not
only specific but documented all the discussions. I Worked collaboratively for
understanding the issue and thereby developed necessary strategies for overcoming
it. Whenever, I felt it the situation to be appropriate, I notified the supervisor or the
principal in scheduling a three-way conference. Thus, most of concerns between me
and mentee were addressed.
The Interpersonal Relationships
The professional success of a teacher is determined by her people skill or
good interpersonal skills. Besides being role model in classroom, the teacher also
needs to learn the exact professionalism expected of them in either staff meeting or

9MENTORING
classroom or other public setting. The teacher must learn appropriate norms for
providing necessary assistance to the student or the colleagues outside the
classroom. The teacher should possess respect for the others, honour cultural
diversity and help maintain a professional demeanour. As a mentor teacher for the
student, I will strive to provide necessary help in integrating a mentee as a colleague
with the environment of school.
The Stages of Student Teaching
The student teaching education, progresses through five different stages. The
first, second and the fifth phases requires almost two weeks while the third and the
fourth stage occupies the remaining time. The first two stages however include
mentoring and supervision. However, the actual structure along with the length of the
phases might wary. Nevertheless, all of the stages are necessary for the success of
student teaching.
Reason for the choice of these strategies includes:
1. To ensure putting the learner at the centre of learning: In this case, the
coaching focuses on the needs of the learner and the manner on how they plan for
addressing the needs Coaching has the tendency of assuming that the learner
knows the answer. Coaching however tries to draw out learning and put it in
instruction.
2. To ensure encouraging engagement and involvement of both the
parties: The learner is active and therefore is more likely in engaging their
brain. However, it is necessary for the coach to be alert and be focused throughout.
There exists no place for hiding for either of the parties.
3. Easier Adaptation the Preferred Learning Style and Strategy Learner:
A good coach always uses strategies that suits learner and is easy to achieve on a
one to one basis compared to a larger training group
A. The three agencies that worked based on these strategies include:
1. The Schools welfare officer

10MENTORING
2. The schools Head Teacher
3. UK Children's Education Advisory Service
Reasons for Choice of these agencies:
1. For proving assistance to the young people and the children thereby
generating a successful transfer between the educational establishments
along with the ensuring a transition in the key stages of learning.
2. Ensures contributing to the identification of the barriers for determining the
learning of the young people and the individual children and assure them with
varied strategies in overcoming barriers.
3. Ensure the development and maintenance of the appropriate contact with
families and the caregivers of the young people and the children who aided in
identifying the needs
4. Ensures negotiation, establishment and the maintenance of effective working
partnerships with the other agencies and the individuals for addressing the
needs and helping in removing the barriers of learning for the young people
and children.
5. Ensure contributing to the sharing and identification of the good practice
amongst the partner agencies and the individuals for enhancing the mentoring
provision

11MENTORING
Task 3
Reflecting on my mentoring or coaching role includes the identification of my
strength and the areas that requires improvement that would help in the future.
However, in this particular case I mention only the weakness as there is hardly any
areas that serve as a weakness.
My Strengths
 I believe in leading by example
 Have seasoned expertise in the concerned field and willingness in sharing
the skills, expertise and the knowledge
 I possess integrity along with sharing of similar values
 Have enhanced listening abilities and provides necessary advice based on
the experience
 Have a good network of contacts and help others in learning the practical
career aspects
 Have the desire in helping others to succeed
 Have a positive attitude and good reputation in helping others to develop
 Possess updated knowledge and have sufficient energy and time to devote
for mentoring
 Have a learning attitude and is able to demonstrate mentoring /managerial
skills
 I am a constant learner and ensure communicating optimism and hope
Ability of Assessing and Reflecting My Abilities as Management Coach or
Mentor
This includes my methods of tools, techniques and assessment, tools and
techniques for providing necessary evidence to my analysis with respect to the
following:
 Feedback on performance or abilities or as coach or mentor.
 Evaluations around some coaching competencies or around the identified
strengths or weaknesses.

12MENTORING
 Feedback from the others including the clients, stakeholders and others.
 Reflection on the SWOT and the Action Plan
The five point action plan in helping improve my skills in respect to one to one
teaching and the learning situations including the coaching, mentoring and the
tutoring.
Setting of Goals
Setting and clear defined goals and making sure that they are achievable and
realistic. In doing this, one needs to examine the present scenario and access the
goals that are important and take the necessary action for achieving the target. A
contingency plan or an alternative route to the goal is important provided there is a
change of plans for instance taking up postgraduate course provided one is unable
to find a job.
Prioritisation
Effectiveness and efficiency are not same. Someone working hard and well
organised but spends the maximum time on dealing with unimportant task might be
efficient but is not effective. In order to be effective one needs to decide on the
urgent task and focus on those. This entails prioritising and it’s important for listing
the entire task one has and sorts them as per priority and devote time accordingly.
This helps in avoiding the natural tendency of concentration deviation on simple easy
task along with too many interruptions.
Avoid Being a Procrastinator
In professional environment people get easily distracted by ‘noise’. Whether it
is the emails, politics or the admin there will exist something that apparently looks
more important than the actual task. Also, more often people get involve in less
important activity instead of concentrating on the critical work that helps in creating
more value for business. Being focused implies that one is able to can out the noise
and focus on the most important activities.
By Breaking Down Tasks

13MENTORING
Breaking the goals into different components allows one in accomplishing
them in a step by step process. It is important in writing down the steps and remains
specific to them. Completion of one task is necessary before moving onto the next
one.
Possessing Persevering
Things will not always run smoothly as one progress towards the goals. Thus,
whenever things do not work out one needs perseverance and the mental ability of
having a positive attitude towards failure and frustration.