The Advantages and Disadvantages of Being a Youth Mentor in a Formal Setting - Essay Example

What are some of the advantages and disadvantages of being a youth mentor in a formal setting? Evaluate with reference to two examples. Professor: Course Code: Table of Contents: Introduction……………………………………………………………....3 Formal and Informal Mentorship ………………………………………4 The Catalyst and IBM programs………………………………………..5 Conclusion………………………………………………………………..15 Bibliography……………………………………………………………...17 Introduction: Mentorship refers to a personal developmental relationship whereby an experienced or a more knowledgeable individual helps in guiding a less knowledgeable or experienced person (DuBois, 2005). For a person to be a mentor, he or she must have expertise in a certain area of practice (Siegel, 2005, p. 27). For example, a life coach teaches people how to take different opportunities in life and turn them into success. Furthermore, a life coach can be a person who experienced some challenges in their lives, and he or she managed to surpass these challenges (Boaler, 2002). Take for example, a reformed gangster, who managed to leave such kind of life, and pursue a normal and honest lifestyle (Mullen and Lang, 2005, p. 33). One of the characteristics of a mentor is an individual whom people admire, and want to identify themselves with (Epstein, Maw, Elwood and Hey, 2009). Mullen and Lang (2005) explain that a mentor should be a person who has good virtues and morals. Through this requirement, Mullen and Lang (2005) believe that not everybody can become a mentor. They have to pass the morality test. This process of mentorship has existed since time immemorial i.e. during the time of the Ancient Greeks (Ball, 2006). For example, a well-known Greek philosopher, Plato, was a mentor to Aristotle, who also emerged as an important Greek philosopher (Gosnell, 2007, p. 27). By looking at the relationship between Aristotle and Plato, it is possible to understand that a mentee would always seek to learn from the mentor and their relationship is informal (Cheng, Payne and Witherspoon, 1995). This is because Aristotle never taught Plato within a formal classroom. From a historical perspective therefore, mentorship is a process that was used to train scholars and leaders (Gosnell, 2007, p. 33). For example, Aristotle played a role in mentoring Alexander the Great, a famous Persian emperor who conquered almost half of the entire world. The focus of the mentoring process is to impart wisdom and knowledge to an individual and based on this, there is a need for techniques and measures that can be used in the mentorship process (Cox, 2011, p. 14). This paper provides a critical evaluation on the advantages and disadvantages of being a youth mentor in a formal setting. In meeting the objectives of this paper, the concept of youth mentorship and the associated theories will be discussed. The researcher will use case studies to meet the objectives of this research. The case studies used are, the catalyst mentorship program, and the IBM mentorship program. These two programs were formal, because they had a defined set of goals; they had a defined time frame, and people who qualified could access them. Formal and Informal Mentorship: There is a very big difference between the process of formal mentoring, and informal mentoring. A mentoring process that occurs under a formal setting normally has an established goal, and a measurable outcome (Cox, 2011, p. 21). Cox (2011) further explains that a mentorship program has a defined set of time, which may last more than 9 months. Cox believes that a formal mentorship process, normally involves a situation whereby the mentor and the mentee are paired together (2011, p. 29). This is a situation whereby a mentee will only be given a mentor who shares the same ideals and ambitions as the employee (Gosnell, 2007, p. 27). A formal mentorship process has a direct connection with the expert support and training. On the other hand, an informal mentorship process contains unspecified goals and outcomes (Cox, 2011, p. 21). Cox (2011, p. 23) further explains that in an informal mentorship process, the mentee and the mentors have a chance of selecting their own associates in this process. The Catalyst and the IBM Mentorship Programs The catalyst mentorship program was developed and initiated by the department of Justice, and it targeted the young people of Leicester. The intention of this program was to reduce the rates and level of crime that was very high in the region of Leicester. To achieve the objective of reducing crime in this region, the government used reformed young offenders as mentors. This was a formal mentorship program mainly because it had a specific set of goals, and it was able to match mentors and mentees (Straus, 2014). The goal under consideration was to reduce the level and rates of crime in the city of Leicester. Furthermore, there is so much to learn from this mentorship program, because the government used young reformed offenders, for purposes of talking to their peers. The IBM mentorship program was sponsored by IBM Company, and it targeted young people, at the University of Greenwich (Straus, 2014). The Concept of Youth Mentors: A youth mentor is a young person, who can act as a role model to other young people. This is a person who has experienced a variety of challenges, and he or she managed to overcame these challenges, and hence make it in life (Osler and Vincent, 2003). In as much as this concept of youth mentors is gaining ground, there are significant challenges to this concept. One challenge is that Youth Mentors are not given enough opportunities, when compared to adult mentors (Francis and Skelton, 2005). The major reason attributed to this fact, is based on the idea that they do not have enough experience and exposure, to effectively mentor young people, who are of their age (Cox, 2011, p. 21). However, because of the increasing need of socially including young people, in mentoring their peers, this concept of youth mentorship was introduced. This scenario is better depicted through the emergence of the Catalyst program, where the British government used young people, for purposes of mentoring young people, in the city of Leicester (Cox, 2011, p. 21). The British government mostly used reformed criminals and gangsters during this mentorship process, resulting to the growth of confidence and developing a sense of belonging amongst these young people. This is because the reformed criminals, who were young mentors, felt that they could be useful to the society. The IBM Company also used young employees, to mentor the students of Greenwich University. These people were able to share their experiences, specifically regarding career choices, and the subjects which were most sought after by employers. Through this action, they were able to contribute to the society, and this is by providing knowledge on the various careers, and how they are perceived within the market. This played a great role in shaping the opinions of their mentees, regarding various careers, and how they can pursue them. Advantages and Disadvantages There are a number of approaches that can be used to provide mentoring for a young person in the United Kingdom (Gosnell, 2007, p. 29). One of the approaches is the school based mentorship approach where a mentor will arrange to meet with a young person in an academic set up (Ball, 2003). This means that the mentorship process is somehow official or formal. The formality is implicit because the mentor will help in facilitating school work, as well as acting as a role model (Cox, 2011). This is beneficial to a young person, because he or she may be able to gain respect, as well as acceptance within the society. This is because these mentors will encourage their mentees on the need of working hard in school (Siegel, 2005). Furthermore, they will be seen as role models, and this is crucial, in giving them an identity and social acceptance. This particularly happens to an individual who was once a gangster, or engaged in practices that are not acceptable within the community. The academic approach is always sensitive, and this is because the relationship between the mentor and the mentee can become very official (Cox, 2011, p. 44). In order to break any barriers in this relationship, the mentor may use games or partake in non-academic activities to build a relationship and become closer to the student (Gosnell, 2007, p. 31). This is therefore disadvantageous to Youth Mentors, who normally do not have the skills; to engage students in physical activities for purposes of breaking the communication barriers that may exists between them. To solve this situation, some private school in the United Kingdom has developed a mentorship program that helps youth mentors to form a close relationship with students. This is by inviting them to attend social and physical activities organized by the school, and allowing them to interact with their students (Cox, 2011, p. 39). This is very beneficial to Youth mentors, mainly because it helps in developing their social, and communication skills. Take for example, a Youth Mentor who is a reformed gangster. Chances are high that this person has experienced a prison sentence, and while in prison, their communication and social skills are negatively affected. When you allow these mentors to interact with their peers, then chances are high that the mentor will develop skills that would help him or her in communication with other people. A good example is the Youth Offending Mentoring Program (Catalyst) that was initiated by the British government in the city of Leicester (Youth offending, 2014). While carrying out this mentorship program, the British government targeted schools, church organizations, and social institutions where students or young people could be found. The Young Mentors hired by the British government allowed these people to interact with their peers or mentees, for purposes of explaining to them the various challenges they faced. This was very advantageous to Youth Mentors, mainly because they acquired social skills that could help them in interacting with the society. One of the social skills acquired, is communication skills. Communication skills are an important skill that can help an individual to clearly express himself, and hence avoid any misunderstandings (Bettleheim, 1969). When there is an effective and a greater interaction between the youth mentor, and the mentees, then chances are high that there will be a limited number of misunderstandings, and mistakes. This is beneficial to a youth mentor, mainly because it will save on his effort and time, while providing information to the mentees. This is only made possible, when the young mentors are allowed to interact socially with their mentees, during this process of mentorship (Wilkes and Joyce, 2011). Under the school based mentorship program, the young mentors also have a chance of interacting with teachers and other educators. This is advantageous because they would learn from teachers, some of whom have a considerable level of social experiences that they may share with the young mentors (Ball, Maguire and Macrae, 2000). Youth mentors also need role models, whom they can turn to for advice. They can find these role models from teachers, or other members of the society, who are involved in the provision of education services (Wilkes and Joyce, 2011). For example, under the catalyst mentorship program, the Young Mentors who were hired to provide mentorship services were under the direction and supervision of the department of justice, who worked hand in hand with the department of education. The young mentors had a chance to interact with educators, some of whom counseled them, and encouraged them in their reformation path. Furthermore, the catalyst mentorship program had an effect of giving the youth mentors an opportunity to express themselves (Siegel, 2005). This is because the young mentors moved to schools, churches, communities, just to explain to their fellow youths and students on the need of avoiding crime, and working hard to ensure that they lived an honest life. Giving them an opportunity to express themselves is important, and this is mainly because it would prevent these young mentors from going back to their criminal activities. The catalyst mentorship program mainly used young people who were reformed, for purposes of talking to young people in Leicester to avoid crime (Youth offending, 2014). Through this action, the government of United Kingdom managed to reduce the rates of crime in Leicester (Youth offending, 2014). This is because young offenders who were allowed to talk to their colleagues did not resort back to crime. In as much as the catalyst mentorship program had some advantages to the young mentors, it also had some disadvantages to the mentors. One major disadvantage is that they are a cheap alternative to a more professional mentor, who can charge a high amount of money. This is in relation to the provision of mentorship services. In as much as the British government wanted to use reformed gangsters as mentors, in this catalyst program, their services were cheap, and this is mainly because these young people were given allowances as a sign of appreciation. It is therefore accurate to denote that chances are high that young mentors can be exploited by people seeking their services, in a formal mentorship program. Under the IBM program, the young mentors contracted by the company gained so much (Cox, 2011). Most of these mentors were young employees hired by the company. They had the responsibility of teaching university students on the best methods of choosing a career that is most sought after, by employers. During this mentorship process, these young mentors were able to improve on their communication skills, an element that is required for them to succeed in their careers. This is because of the interaction of the mentors, with students and their lecturers. For example, in a work environment, effective communication skills are important because it helps an individual to communicate efficiently with fellow employees, and customers. The Young mentors of IBM also benefitted in learning on the various careers that are available at the Greenwich University, and the type of skills they impart. The intention of learning these careers was to assess the various skills that these careers could impart, and provide an advice on whether the skills under consideration are sought after by employers (Pillay, 2009, p. 41). This is also advantageous to students, because they would gain the knowledge and capability of choosing a career that is marketable, and relevant in the current century. Based on this fact, the young mentors of IBM contributed in positively impacting the life of a student (Wallace and Gravells, 2007). In fact, after the end of the program, students of Greenwich University were very happy, at the positive contributions that the mentors of IBM made to their lives. However, there were a number of disadvantages that these young mentors faced, while providing mentorship services to the students of Greenwich University. There is a general perception that mentors are highly successful people, who have achieved one or more than one successes in their lives. Most people may consider famous personalities such as Bill Gates, Donald Trump, Bill Clinton as their mentors. However, this is just a perception, because a mentor does not have to be a highly successful person. The mentor should be a person who has overcome one or more challenges in their lives. Based on this fact, the young mentors of IBM faced a difficulty, in convincing the students of this university is collaborating with them, and forming a mentor-mentee relationship. This is because; they had not yet achieved the high status or perception that these students had, concerning the position of a mentor within the society. To establish the relationship of a mentor-mentee, the school had to come in, and provide guidance on who a mentor should be. Once this relationship was established, there were some elements of trust between the students of Greenwich University and their various mentors. It is based on this trust and understanding, that the young mentors of IBM were able to successfully finish their task or duty (Wilkes and Joyce, 2011). Another disadvantage is that they were not paid to provide this mentorship service. This service was for free, and it benefitted the company (Tull, 2009). This is because it was a social responsibility program, aimed at building the brand image of the company. This is beneficial to the company, because it will manage to achieve a competitive advantage over its rivals, increasing its market share and growth (Butterworth, Faugier and Burnard, 2001, p. 33). Furthermore, the intention of the program was to help the company attract new and talented employees. Theoretical Perspectives and Advantages and Disadvantages of Being Young Mentor: This was one of the major aims of the company. One of the major theoretical approaches that is used to explain the benefits that young mentors achieve in this process, is, the labeling theory. This theoretical framework asserts that the identity of an individual is depicted through his or her self-identity and behavior (Madigan and Cavataio, 2012). Under the catalyst program, most of the mentors were young people, who have been labeled ex-convicts. This means that they were once criminals, who have been released after serving their sentences. Some of them have been released through parole programs, initiated and developed by the government. By engaging in a mentorship program, these young people achieved numerous benefits, in regard to the labeling theory. One benefit touches on morality (Overbeke, 2002). The society could now view them, as people with integrity and morality. This is beneficial to the youth mentors, because they would gain acceptance to the community, and the stigma attached to their status would be removed. Social acceptance is another important issue that people normally want (Byrne, 2006). However, most people are reluctant to associate with any person who has a negative label. This mentorship program therefore gave these young people an opportunity to make a positive contribution to the society. Because of the negative labeling that these young people had, they faced numerous challenges while engaging in the mentorship process (Byrne, 2006). One major challenge was based on the fact that they had a label, of former criminals. This is a negative label, and they had to work hard, for purposes of creating a mentorship-relation with their target audience (Butterworth, Faugier and Burnard, 2001). Despite this negative attribute or challenge, the ex-convicts had too much to benefit, by being mentors under the Catalyst Mentorship program. The negative label they had was erased, and this made it possible, for them to achieve some elements of social acceptance (Brah and Phoenix, 2004). This program therefore had an impact in two major ways, the first impact was to reduce the rates of crime in the city of Leicester, and the second impact was to assist the young mentors, who participated in the program, to gain social acceptance (Pillay, 2009). The Ladder participation theory can be used for purposes of explaining the benefits that young mentors get, while offering mentorship services (Osler and Vincent, 2003, p. 46). This theoretical framework can be used first two stages of the ladder participation theory are manipulation and therapy (Boaler, 2002). The mentor benefits greatly from the manipulation stage, because he has the capability of making the mentee view the concept of solution, under his own perception or belief (Shaw and Fulton, 2012). This is advantageous because the mentor would develop some communication skills that would make it easier for him or her to express their opinion efficiently, and effectively. As mentioned earlier, effective communication skills, is one of the most sought after skills, by employers (Wilkinson, Howard, Gregory, Hayes and Young, 1997). Based on this fact, the young mentors of IBM were able to acquire these skills. This is mainly because they used the concepts of the ladder theory to identify the various problems that these young people faced, and give a solution to the problems under consideration. The problem was how to identify a career or a course that is marketable and highly sought after by employers (Bennett, 2007). Therapy on the other hand involves a situation whereby the mentor would seek to identify the various issues or problems that affect an individual (Brah and Phoenix, 2004). This is for the purposes of providing advice that would support the individual to achieve his goals and ambitions (Archer et al, 2010). It is important to understand that under this stage, a mentor would develop some research skills. This is because it would help in developing a solution to the problem under consideration (Burr, 2003). Without a strong research skill, it is difficult for a researcher to engage in the therapy stage, under the ladder theoretical framework (Wallace and Gravells, 2007). However, the employees of IBM have these research skills, and this is mainly because most of them are university graduates. Based on this fact, their engagement in this process is aimed at ensuring that they develop further their research skills, through a personal interaction with their mentees (Carozza, 2011). This is because they are involved in finding a problem facing the mentees, and a solution to the problem under consideration (Brah and Phoenix, 2004). Under the ladder participation theory, placation is another step that a mentor can greatly benefit from. Under this stage, the mentor can receive advice from his or her mentee. In the case of IBM, the young mentors could receive some advices from the students of Greenwich University. This is advantageous because the mentors would be learning from these students (Burr, 2003). Learning is always a continuous process, and it is possible for a mentor to learn from a mentee. This is the case of the IBM mentorship program (Nieuwerburgh, 2012, p. 33). These are students who are learning, and they constantly access new information that can be useful to the young mentors of IBM Company. The last three stages of the LTP are partnership, delegated power, and citizenship. These stages give a mentee an increased role in the decision making process (Mullen and Lang, 2005). They can come up with their own decisions, based on what they have gained from the process. The main disadvantage of this theoretical framework is based on the fact that it creates a power-distance relationship between the mentor and the mentee (Burr, 2003). This situation arises whereby the mentee see the mentor as superior to him or her, and it can thus affect the manner which the two people, form a mentorship relationship. This is disadvantageous, because if not checked, it can affect the mentorship process. Conclusion: Mentorship has a series of advantages and disadvantages to the mentor. However, this normally depends on the scenario and the setting of the mentorship process. For example, a mentor who uses the academic approach normally has direct authority over the youth. This is because the mentorship process takes place within a learning environment, and hence there is a power distance, that is always depicted in a relationship between a student and a teacher. There are numerous benefits that a mentor may acquire through this approach. One benefit is that he or she will be learning, as well as teaching a student on the essentials of life. The mentor will be responding to questions and emanating from students. The mentor will also be asking question, which he expects an accurate and concise answer. Through this action, the mentor will be engaging in a learning process. Because of this interaction, the mentor will also be acquiring communication skills that can help him or her in developing their careers. The only disadvantage of this process is that it does not facilitate a friendly relationship between a mentor and a mentee. This is because of the power distance that exists between the mentor and the mentee. The community approach is welcoming, because a mentor can have a more personal relationship with the student. Through this relationship, the mentor can identify the various problems that affect the youth, and develop a programme on how to solve these problems. Furthermore, under this approach, a mentor will manage to know from the mentee on the problems that affect them. This is as opposed from reading in reports, or being told by other people. This is because there is a personal relationship between a mentor and a mentee. This process also helps in developing the communication skills of the mentor. This is because the process of interaction must involve efficient communication. 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