Mentoring in ICT Professional Industry - Essay Example

Mentoring in ICT Professional Industry Name Institution Course Tutor Date Introduction The importance of establishing mentoring relationships continues to gain more attention across Information and Communication Technology (ICT) professionals and the ICT industry at large. It is suggested that mentoring is a significant aspect in acquisition of ICT literacy; ability to use the right technology to solve problems, communicate, integrate, manage, create information, and acquire lifelong skills and knowledge to thrive in an information economy (Jones & Vincent 2010). In the context of ICT environment, IT professionals need to be taken through nurturing relationships that support growth in their profession (LaFleur & White 2010). The journey for mentoring is often a fulfilling one, especially when senior IT professionals are seen to have gained the confidence in using their ability to create learning experiences that are meaningful for their junior counterparts (Joseph, Ang, Chang & Slaughter 2010). Additionally, the ICT mentors would be proud that they are walking the mentoring journey with others. This paper reviews different articles to understand the relevance and application of the issue of mentoring in ICT industry. Literature review The concept and definitions of mentoring The concept of mentoring had increased popularity in ICT sector but there is still no consistent definition of the terminology. Conventionally, traditional mentoring has been defined as a relationship between a mentor and a protégé; an expert and a novice; or a master and apprentice among others (Glotel 2012; LaFleur & White 2010). Such relationships according to Kopcha (2010) are characterized by aspects of prestige and power and higher authority or expert is more valued. Freedman (2009) argues that this model is likely to expose the mentees’ needs and mentors’ strengths in opposition, especially when they are not appropriately matched. However, mentoring is commonly known as a supportive learning relationship between a person who shares experience, wisdom, and knowledge with another person who is ready and willing to benefit from this exchange in order to make better their professional journey (Freedman 2009; Kopcha 2010). This definition constitutes important features of mentoring which include sharing of experience, wisdom, and developing a supportive atmosphere for learning (Freedman 2009). In this regard, Glotel (2012) asserts that the definition of mentoring needs not to be restricted by disciplines’ context. Additionally, mentoring may be considered to possess two functions; psychological support and career advancement (Kopcha 2010). All in all, Joseph et al (2010) observe that when supported by empirical findings, mentoring phenomena can be used as sources of information for designing mentoring programs in IT. Formation of mentoring relationships Review of literature reveals that there are various conceptions for mentoring relationships. Additionally there is a wide range of essential factors to consider in developing mentoring relationships in IT sector. An important feature of mentoring relationships is whether it results from formal or informal engagement (Naqvi & Bashir 2011). According to Luftman and Zadeh (2011) formal mentoring relationships help the organization meet institutional objectives and policies. On the other hand, informal mentoring relationships are mainly used and meet the mentee’s needs. It is considered that it is possible to force mentoring relationships; thus simply pairing individuals without sufficient guidelines is likely not to result to a productive mentoring relationship (Naqvi & Bashir 2011). Unlike informal mentoring relationships, Joseph et al (2010) argue that formal mentoring relationships do not operate as a postscript, but an effective mentoring relationship should be approved and supported by the organization. According to Kopcha (2010) the necessity for ICT literacy among IT professionals is changing the way mentoring relationships are being formed. The increase in technology change requires employees to be knowledgeable technologically. Additionally, the ability to remain competitive through continuous learning is a new competency (Casado-Lumbreras, Colomo-Palacios, Gómez-Berbís & Garcia-Crespo 2009). As such, mentoring has become a significant strategy in the workplace for people who are to be given more responsibility to facilitate their professional development (Naqvi & Bashir 2011). Importantly, Freedman (2009) notes that mentoring relationships should be flexible and interactive in nature and not expert/novice relationship, in order to be more successful. One of the conceptions of the mentoring is co-mentoring where co-mentoring groups are formed and members assume interconnected roles of mentee and mentor (Naqvi & Bashir 2011). This is an ideal form of mentoring relationship in IT sector since it allows each participant to give and receive knowledge and support (Casado-Lumbreras et al 2009). The relationship is often a mutual learning and caring process which increases transfer of knowledge and expertise in IT (Naqvi & Bashir 2011). As Luftman and Zadeh (2011) state, arrangements for co-mentoring do not necessarily require being one to one relationship. Mentors in these arrangements may be peers from various stages of career growth and development, but this does not mean expert/novice relationships. Functions of mentoring The essential attributes of mentoring phenomena, according to LaFleur and White (2010) are a process form, an active relationship, and a helping process. In other words, mentoring is an ongoing process that connects people through shared social positions and in which a mentor extents some kind of help to the mentee (LaFleur & White (2010). In this regard, there are varied and intangible positive consequences of mentoring relationships which IT professionals must acknowledge (Jones & Vincent 2010; Kopcha 2010). Mentoring, leads to discovery of latent abilities, improved performance, growth of confidence in a mentee, increased awareness of role, and increased effectiveness (Freedman 2009). According to Casado-Lumbreras et al (2009) mentoring is viewed as complex, psychological, and social activity. Individuals participate in mentoring relationships and promote learning as well as reflection in each other. In Casado-Lumbreras et al (2009) perspective, learning and reflection is meant to enhance personal and professional development. Multicultural Feminist Model of mentoring In order to address the concerns of disenfranchisement in conventional models of mentoring Benishek, Bieschke, Park and Slattery (2004) proposed a multicultural feminist mentoring model. Benishek et al (2004) believe the concept of mentoring is primarily applicable to professional relationships that incorporate psychological aspects and career development. In this case, the mentor and mentee must have both a personal and professional input in the mentoring relationship (Benishek et al 2004). Casado-Lumbreras et al (2009) support a mentoring model that considers different career paths of individuals. Such model recognizes the effect of the environment the workplace on junior employees in their profession. A mentoring relationship, according to Kopcha (2010) that adopts this model would see the importance of interpersonal element of the mentoring process. The multicultural feminist mentoring model as Benishek et al (2004) assert is an interactive process where participants clearly identify differences, explores them where necessary and relationally exchange ideas with respect to existing differences. The model requires mentors to understand and handle concerns that occur from multicultural and feminist perspectives (Benishek et al 2004). In so doing, LaFleur and White (2010) believe mentors are likely to identify ways to overcome possible tensions and to promote more productive mentoring relationships. According to Benishek et al (2004) the multicultural feminist model does not intend to create an atmosphere in the mentoring relationship of equal power between the senior IT professional (mentor) and the junior IT professional (mentee). A presumption to create such an environment may be counter-productive as Freedman (2009) examines, since relative power is a reality. Jones and Vincent (2010) believe having a power equity goal in a mentoring relationship is likely to hinder the process of not only recognizing, but also acknowledging dynamics of power. It would encourage an atmosphere of denial, making oppression to prevail in a mentoring relationship (Naqvi & Bashir 2011). Benishek et al (2004) strongly supports multicultural feminist approach to mentoring because it allows the mentor and mentee to honestly speak out their feelings and thoughts. It gives them opportunity to articulate full range personal and professional experiences. This level of openness to issues Kopcha (2010) noted would promote psychosocial and instrumental analogy in the mentoring relationship. Additionally, features of the needs of the mentee that the mentor could not meet may be discovered (Kopcha 2010). Consequently, Benishek et al (2004) argued the mentor would request other role models, mentors, advisors, and colleagues to support the mentee. What is manifested in this mentoring model is the aspect of collaboration since the contributions of the mentee are often viewed as essential the same way those of the mentor are considered important (Kopcha, 2010). Furthermore, according to Casado-Lumbreras et al (2009) the model also promotes integration of self knowledge. Conclusion The issue of mentoring is becoming famous in the IT sector because of it positive contribution to individuals and institutions at large. Mentoring is a learning relationship that supports sharing of knowledge, wisdom, experience between the mentor and mentee. It enables IT professionals who are mentored to discover their latent abilities, improve confidence, become aware of their role, improve performance, and develop their career. Literature reveals that mentoring can either be formal of informal. However, regardless of its form, mentoring relationship should facilitate professional development of individuals in the workplace. They should be interactive enough to facilitate continuous learning for IT professionals. It has come to my understanding that a multicultural feminist mentoring model is appropriate in ensuring successful mentoring relationships. It allows people opportunity to freely express their personal and professional experiences which are essential to any successful mentoring relationship in an organization. Reference List Benishek, L.A, Bieschke, K.J, Park, J and Slattery, S.M 2004, ‘A multicultural feminist model of mentoring,’ Journal of Multicultural Counseling and Development, 32. Casado-Lumbreras, C, Colomo-Palacios, R, Gómez-Berbís, J. M and Garcia-Crespo, A 2009, ‘Mentoring programmes: a study of the Spanish software industry’, International Journal of Learning and Intellectual Capital, vol. 6, no.3, pp. 293-302. Freedman, S 2009, ‘Effective mentoring,’ IFLA journal, vol. 35, no. 2, pp. 171-182. Glotel, A 2012, ‘Attraction, retention and management challenges in telecommunications. Workplace study’. Jones, A., & Vincent, J 2010, ‘Collegial mentoring for effective whole school professional development in the use of IWB technologies’, Australasian Journal of Educational Technology, vol. 26, no. 4. Joseph, D, Ang, S, Chang, R. H and Slaughter, S. A 2010, ‘Practical intelligence in IT: assessing soft skills of IT professionals,’ Communications of the ACM, vol. 53, no. 2, pp. 149-154. Kopcha, T. J 2010, ‘A systems-based approach to technology integration using mentoring and communities of practice’, Educational Technology Research and Development, vol. 58, no. 2, pp. 175-190. LaFleur, A K & White, B.J 2010, ‘Appreciating mentorship: The benefits of being a mentor’, Professional Case Management, vol. 15, pp. 305-313. Luftman, J and Zadeh, H. S 2011, ‘Key information technology and management issues 2010–11: an international study’, Journal of Information Technology, vol. 26, no. 3, pp. 193-204. Naqvi, S. M. M. R and Bashir, S 2011, ‘IT-expert retention through organizational commitment: A study of public sector information technology professionals in Pakistan,’ Applied Computing and Informatics. Read More