3Implementation of a mentoring program
Implementation of a mentoring program
Lack of participant understanding of what is in a mentoring program is the biggest barrier to effective mentoring. In a mentoring program, getting the participants to understand what is needed of them can be a huge obstacle (Mentoring Australia 2000). In many cases, confusion occurs regarding who is the mentor and the mentee, and this creates an enormous confusion between the two. Training and guidance to the participants in terms of their roles can assist in creating a successful program and avoid stumbling mentors and mentees.
Another barrier may is the lack of enough resources especially time and capital. A mentoring program is not just a simple event that takes place in a short period and you expect to it to produce results. Many people have this kind of misconception and fail to commit enough amounts of time and financial resources hence they end up having an ineffective mentoring program.
Another barrier to an effective process of mentoring is the misconception about mentoring. There are various misconception that if believed and applied in the process of mentoring can be a great barrier to the entire process. Many people tend to believe that mentoring has little or no value for personal and career life. However, mentoring is not only a platform for career development but also for participant’s understanding of the organizational culture (Robinson 2001 pp 78).
As a mentor, I once experienced these problems but was in a position to sort them out and ensure that the process of mentoring was as effective as possible. My mentoring program was mush affected by gender issue since most of my mentees did not prefer being mentored by a mentor form the opposite sex. However, I was able to deal with the problem and at the end of the program, all my mentees had changed their mentality and were willing to participate in their respective roles.
Designing an effective normal mentoring program calls for various decisions to be made. Great mentoring programs do not just happen; rather they require a thorough and thoughtful process of planning as well as sustained commitment from all the participants (Fugate., Jaramillo, & Preuhs, 2001). Mentors and mentees ought to make strategic decisions as to why they are starting up the mentoring program and how the program will benefit the members as well as the mentoring organization (Klasen, & Clutterbuck, 2002). The mentor should understand their target audience, who they are, their development needs, as well as their main motivation for their continued participation. In addition, other key decisions need to be made, and these include how to enroll the participants, the style of mentorship to be applied whether traditional, reverse or flash the type and duration of the connection and should also consider community and social aspects. These aspects are beyond the formal program of mentoring, tracking as well as reporting of needs.
Various skills are needed for successful implementation of a mentoring program. Mentoring participants should have the desire to help and should be willing to spend time and help someone out in a positive way. In addition, the participants need to be self-motivated for them to be able to develop and grow either career-wise and even as a person. However, this should not be confused with being over-confident or having a big ego (Mentoring Australia 2000). The mentor should be in a position to critique and challenge the mentees in a way that does not threaten them. Mentors should be in a position to listen carefully, and the mentor should be able to process everything that the mentee says (Klasen, & Clutterbuck, 2002). Ability to provide timely feedback in a way that objectively summarizes everything is of high importance. In conclusion, the implementation of mentoring programs calls for strategic decisions to be made by highly skilled participants.
Fugate, G. A., Jaramillo, P. A., & Preuhs, R. R. (2001). Graduate students mentoring graduate students: A model for professional development. Academic Journal of Political Science & Politics, 34(1), 132-133.
Klasen, N., & Clutterbuck, D. (2002). Implementing mentoring schemes. Oxford: Butterworth-Heinemann. Publishers. New York City.
Mentoring Australia. (2000). Mentoring: Benchmarks for effective and responsible mentoring programs. Mentoring Australia. Retrieved on 3rd 2016 from http://www.mentoringaustralia.com/benchmark.htm.
Robinson, T. (2001). Mentoring speeds the learning curve. Academic Journal of InformationWeek (832), 77-80.