Essay: Mentoring of a New Employee in the Workplace

This essay addresses the key aspects of mentoring a new employee in the workplace. It explores effective communication strategies, including verbal and non-verbal methods, to build trust and maintain confidentiality. The essay delves into developing supportive relationships, emphasizing facial expressions, body language, and open communication. It identifies potential issues faced by new employees, such as acclimatization and confidence, and proposes solutions. Furthermore, the essay outlines the components of a mentorship agreement, covering confidentiality, goals, time frames, and responsibilities. It analyzes reasons for employee withdrawal and suggests communication strategies like probing and self-disclosure. The essay also discusses the negotiation of new changes to enhance the mentorship program and the use of increased contact to build rapport and strengthen the mentor-mentee relationship. References from various authors support the strategies and concepts discussed.

Essay questions 1
Mentoring of a new employee in the work place
Submitted by
Affiliation
Supervisor’s name
Date of submission

Essay questions 2
1). Answer of Q.1. Using effective interpersonal communication and non-verbal and verbal
communication will mentor the new employee by bringing trust and maintain confidentiality.
Communication strategies and techniques are useful in mentoring new employees at work places
(Charles 2016, 45). Different non-verbal and verbal communication methods can be employed to
suit the work environment.
2). Answer of Q.2. To develop supportive relationship with Sally there is need to have a proper
communication to take place. Some communication techniques useful in developing supportive
relationship include: Facial expressions and direct contacts which help her to feel respected,
understood and motivated to learn. In addition create a positive and open body language is
required when working together. Simple illustrations and expressions are appropriate in creating
a free environment conducive for working (Rosengren 2015, 35).
3). Answer of Q.3. Some of the issues that Sally requires include: how to acclimatize with the
new working environment, how to relate with fellow workers and clients, understanding the
nature of work, and confidence while working. The issues affect the behavior and emotions of
the mentee at the work place and need to be considered and managed appropriately.
4). Answer of Q.4. The mentorship agreements are needed with Sally covering the following:
Confidentiality: Before the beginning of mentoring relationship agreements will done by
providing explanation of circumstances in which confidentiality will be broken. Each of the
circumstances will be given to the mentee through explanations to avoid cases where the
employee becomes disgruntled. One rule for maintaining relationship is that no sharing of
information of the mentee with other staff (Lebster-Stratton 2014, pp68).
Goal: Agreements will be done on the goals to be achieved during the mentorship program. The
goals will be broken down to specific objectives and work packages. During mentorship process
each of the targets will be expected to be performed during work. The agreement will be done to
ensure that there is no conflict of interest of the nature of work, and each party is working based
on unity of command.
Time frame: The entire process of mentorship will be subject to specific time limits.
Specifications of the period to accomplish certain tasks and expected results will be agreed upon.

Essay questions 3
The timeframe is useful in scheduling time spent with a mentor and time spent at work alone.
The mentee will need to balance time well to ensure that lessons are learnt from mentorship
program and from work environment.
Responsibility: Responsibility is defined as part of tasks allocated to individuals who will be
answerable to them. Agreement should be done on the tasks that Sally is indirectly or directly
answerable to and gives authority to her perform them. Responsibility is used to give employees
power and authority to perform certain tasks with confidentiality and effectively.
5). Answer of Q.5. The reason that might have led Sally to be quiet and withdrawn include: lack
of support and co-operations from other workmates, everyone minding their own business, lack
of recognition of the efforts and contributions by Sally, and discouragements from the other
workmates. Example of communication strategies that can help to support and correct the issues
include: probing using thinking questions, self-disclosure of previous experiences, interpreting
several tasks not understood, confrontations on terms not clear, and asking open-ended questions
(Dwyer Patricia.2013, pp.45).
6.). Answer of Q.6. The current mentorship agreement will base on using self-disclosure which
assures the mentee that similar experiences are found in work set-up, and one need to focus on
the future. The self-disclosure helps the mentee to feel confident knowing some of the issues are
known and are common practices found in work place (Gordon 2016, pp.67).
7.). Answer of Q.7. The new changes to be negotiated with Sally include is to identify better
ways of establishing trust, providing appropriate personal experiences, acknowledging mentee
strengths, acknowledging employee contributions, and employing constructive feedback. The
negotiation will help the mentee to control the mentorship program which will enable to continue
expressing feelings and emotions freely.
8.). Answer of Q.8. The new method to the mentorship process is to adjust the relationship with
Sally will be by increasing contact with the mentee either by sharing meal with her in non-
working settings. The method employed is to increase relationship between mentee and the
mentor. Building relationship and using communication techniques and methods will increase
confidentiality trust and building rapport (Mahoney 2013, pp.465).

Essay questions 4
References
BIBLIOGRAPHY Charles, B., 2016. Changing behaviour: using counselling theraphy. Waterdown :
Pathfinder international .
Dwyer, Patricia., 2013. Achieving Positive Behaviour, A Practical Guide. Dublin: Centre for
Education Services, Marino Institute of Education.
Gordon, Gerard., 2016, Managing Challenging Children. Ireland: Prim-Ed Publishing.
Mahoney, Paul J., 2013, Challenging Behavior, Information and Guidelines for Boards of
Management. Dublin: National Association of Boards of Management in Special
Education.
Lebster-Stratton, C., 2014, How to Promote Children’s Social and Emotional Competence.
London: Paul Chapman Publishing
Rosengren, D., 2015, Building motivational interviewing skills: a practioner workbook.
Newyork: Guilford Press.