Name: summary of mentorship
Uploaded: 2022-02-16
Duration: 7 min 56 s
Description: . . "Me torship Program". . Listserv discussion topic:.

. . "Me torship Program". . Listserv discussion topic:. 

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Under the supervision of  
Dr. Ingrid A.E. Spanjers  
By/ Group 5 Round 17

Faculty Of Medicine
Suez Canal University
(FOM-SCU)
JMHPE
Joint Master of Health
Professions Education (JMHPE)
between Maastricht and Suez Canal
Universities
SHE M
School Of Health
Professions Education
Maastricht University
(SHE-MU)

. . . WHAT IS MENTORING. . . WHAT IS MENTORING.  A process of deploying experienced individuals to provide. 

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 A process of deploying experienced individuals to provide

guidance and advice that will help to develop the careers of

 Thus Mentoring is the transfer and exchange of information

between a mentor and a mentee as they develop a long-term

. . The mentor's primary role. . The mentor’s primary role. 

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 The role of the mentor is not merely to provide guidance

and advice on how to accomplish certain tasks skillfully:

 To provide career development behaviors such as

coaching, providing challenging assignments and fostering 
the mentee’s visibility.

 To provide psychosocial support such as counseling,

Role of Mentee: To assume responsibility for his or her own 
growth and to see feedback from the mentor as an 
opportunity to grow and improve their skills.

. . Benefit of mentoring. . Benefit of mentoring. 

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Pool of talent for professional 
& management jobs is

Get more opportunities to 
apply leadership skills

Effective skills transfer  
 
Acquire skills for career 
progression

More co-operation between 
staff & departments

Expand opportunities for 
dialogue at all levels of the

. . Differences between Coaching a. . . Differences between Coaching &. 

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Provides medium to long-term skills 
development

Provides day to day skills to be used on 
the job

3 parties are involved, i.e. manager, 
employee & mentor

2 parties are involved, i.e. the manager 
and the employee

The mentor is an independent third 
party

Driven by steering committee  
 
Driven by individual coaches

Guided by policy framework  
 
Usually no policy framework for 
coaching

Is development focused, Relationships 
are formed via matching

Is training focused, Relationships are 
formed sue to supervisory role

. . . . . . . OBJECTIVES OF THE MENTORING. RELATIONSHIP. 

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To embed transformation which encourages a diverse workforce

. . TRANSLATION OF MENTORING DYNAMICS INTO OUTPUTS. 

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TRANSLATION OF MENTORING DYNAMICS INTO OUTPUTS

Appointment in a senior 
management position

Attend management 
development programme at 
a university to improve 
leadership skills

Diaries & book long week end 
away with family

Improved teamwork as 
measured by team-
effectiveness instruments

Organize team-building 
session in order to improve 
team work

. . . MENTORING AGREEMENT. . . MENTORING AGREEMENT. 

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
The success of the mentoring agreement rests not only on the commitment of

each party but also on the degree to which the mentor and mentee are able to


S= Specific and Stretched. The goal should be written in a language that relates

to the specific and that would “stretch” the mentee to perform


M=measurable. There needs to be a way to ensure that the goal has indeed

been achieved or that progress has been made in this direction


A=Achievable. The goals of the programme must be realistic and achievable


R=Relevant. The task or activity needs to be relevant to the mentee.


T=Time-Framed. Realistic time frames need to be co-created or else the mentee

will struggle to achieve goals that are achievable but sabotaged from the start.

. . Phases of the. mentoring relationship. Phase 1: Connection. 

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 This phase is characterized by getting to know each other.

Typically mentor’s and mentees alike explore their 
interests, motivations, needs, concerns and expectations.

Phase 2: Relationship-building & Implementation

 This phase of the process focuses on working at the

relationship at a deeper level. This is reflected in the 
increased interaction and level of self-disclosure, between 
the pair.

. . . Phases of the mentoring relationship. . Phases of the mentoring relationship. 

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 As the end of the relationship draws nearer

mentoring journey and the mentee will take 
place. This assessment is to determine 
whether the objectives of the relationship 
have actually been met as well as the level 
of competence and growth that you have 
both reached.

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 At this stage of the relationship, the mentee

requires less guidance from the mentor due 
to an increase in levels of confidence and 
competence. The mentor begins to play a 
less directive role in the mentee’s ability to 
make decisions and the latter initiates 
actions to further his or her growth and 
development.

. . CHARACTERISTICS OF SUCCESSFUL. MENTORSHIP. 
Mentoring programme that are successful in achieving their main objectives, maintain. 

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
Mentoring programme that are successful in achieving their main objectives, maintain


They obtain commitment based on sound business principles.


Keep line managers on board (don’t undermine authority).


Proper identification and screening of mentors.


Consultation and involvement throughout the organization.

. . MENTORING IMPLEMENTATION PROCESS. Inn-oduce Inentovi-ng Create znentovi.no imnplennentation. structures Training of mnentoving co—ordinators Identify rnentors & unentees unentors & l.nentees Relationship goal—setting & contractino imnproven:n ent. 

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Inn-oduce Inentovi-ng
Create znentovi.no imnplennentation.
structures
Training of mnentoving co—ordinators
Identify rnentors & unentees
unentors & l.nentees
Relationship goal—setting & contractino
imnproven:n ent

. . . COMPENTENCIES OF MENTORS &. . . . COMPENTENCIES OF MENTORS &. 

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
According to these research studies the following core competencies have been 
identified, which range across 3 broad areas. i.e. the broad knowledge base as well as 
the technical expertise required of the mentor, skills of great mentors and values that 
support great mentoring. As reflected (highlighted) in the table by M.Meyer, the majority 
of skills and values that mentors need to develop and incorporate into a philosophy of 
being, are grounded in Emotional Intelligence!

KNOVVLEDGE
AREAS
Leadership
resources
rnanagerment pcn•cy
T raining
a eve 1 opn•ent
equ it-y.
strategies. &
u res
Diversity
rnanagerment
Irmc:lividu.al &
or-in g roles
p rocess
SKILLS
a lyse
Build
rin g
sound
i cate
Recog ise
a p precaat.e
lcléntify &
ad d ress
a uverslty
rsn.anage & to
cm.ange.CEQ)
Resolve conflict ( e Q)
VACUF S
C>pervn es EQ:)
Repr;esentativen e s
H ur-nili t-y(
Learning
Sen s.itJi vityC
Handle
situa
it iive

. . TYPES OF MENTEES. 
Type 1: Passenger. 
This kind of mentee has a high level of dependence on the mentor, which suggests that he or she is will struggle to function on his/her own.. 

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
This kind of mentee has a high level of dependence on the mentor, which suggests 
that he or she is will struggle to function on his/her own.


This type of mentee manifests with low scores on both axises, i.e. they have a low 
level of dependence on the mentor as well as a low level of focus on goal 
achievement.


The third type of mentee has a high level of dependence on the mentor but is 
much more focused on achieving his or her goals.


The fourth type of mentee could be considered the ideal scenario, in which the 
mentee has a high level of focus on goal achievement, as he or she usually wants 
to excel. They typically are very dynamic and driven, assuming responsibility for 
flying or driving their own growth.

1.
2.
VOW
PASSENGER
PEDESTRIAN
Focus on goal achi
3. PATIENT
4. PILOT
vement
2

. . CAPACITY-BUIDLING SKILLS OF MENTEES.  There are capacity building skills that a mentor. 

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 There are capacity building skills that a mentor

should develop within his or her mentee and 
these are:

 2. Increase effective Communication skills

. . . PITFALLS OF A MENTORING PROGRAMME. . . PITFALLS OF A MENTORING PROGRAMME. 

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 Although a powerful mechanism for growth and development,

mentoring is often set up to fail in cases where it is considered the

panacea to all the organizations ills and needs, especially with regards

to growth and development of employees. The reality is that every

mentoring programme will have its strengths and challenges. The key

to ensuring it’s success is similar to how we should view any

relationship, namely that each person in that relationship is not perfect

and the sustainability of that relationship depends on both parties

ability to accept and acknowledge these challenges, rather than to

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
If you raise Intrapersonal and interpersonal awareness, you will be better

able to prepare for and respond to those challenges in a more dynamic and

flexible manner. As we are all very aware, when we are stressed, anxious

and cornered, we tend to do more of what we always do but with greater

determination! This often pushes people to be less flexible in their relationship

problem solving attempts! Unfortunately, the mentoring relationship has

many potential challenges, which if handled inappropriately can spell

disaster. All emotionally intelligent mentors, mentees and organizations

accept that these challenges may be inherent in the contribution they make to

summary of mentorship

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