The Role, Importance, and Significance of a Mentor in Learning - Essay Example

? Table of Contents Research Aims 3 What is Mentorship? 4 The Mentee 5 The Role of Mentor 5 Gaining Mentee Trust and Acceptance 6 Mentoring Effectiveness 7 The Mentoring Process 8 Ethics in Mentoring 9 Conclusion 10 10 References 11 Appendix A 14 Preparation for Mentorship The subject, Paul, in this scenario, is notably in his foundation year, currently in his second term. Only two weeks into his practice, observations of Paul identify him to have certain difficulties, particularly with regard to hand coordination. For instance, he drops things, causing issues with his clinical skills. Overall, he has shown difficulty in listening and communicating; his ability to grasp concepts and learn is slower than what would be observed in an individual not facing Paul’s struggles. Due to his many issues, Paul is identified as having a learning disability. However, his case is neither new nor is it unique, and certain metrics can be utilized to better understand the situation. According to Duffy (2004), mentors find assessment of underperforming learners to be a substantial challenge. However, it is the role of both the health care professional and mentor to offer support to such learners, ensuring they are competent in their practice. Thus, as a mentor, coaching around Paul’s learning disability may make the process more difficult, but definitely not impossible. The mentor actually has a powerful takeaway from working with Paul in the sense he or she is able to share his experiences and coach another individual. In fact, it is overcoming his obstacles that may breed inspiration within his mentor in future scenarios. Research Aims Against this background, this work intends to critically analyse the role of the mentor in such a scenario. Initially, it will define mentorship, following up with an explanation of the mentor role, concluding with a critical analysis of research studying mentoring effectiveness in similar situations. Furthermore, this paper will explain the impact mentoring has on the mentor. In Paul’s case, mentoring will help him to live with his learning disability, rather than deal with it. At the same time, he will be doing more than learning, but also teaching. He will be showing the mentor that he can do what he is putting his mind to and so can they. Some of the characteristics of a mentor that will help Paul in realising this goal include the ability to initiate ideas and foster a willingness to learn in another person. While mentoring another person, the mentor is actually getting just as much, if not more, than the mentee. Paul will learn about emotional intelligence, and be afforded the opportunity to explore what that looks like in a mentoring relationship. Another characteristic is openness to diversity. This is one characteristic that both benefits the mentor and the mentee. To the mentor, Paul is granting a unique and in-depth look into his life, allowing others to experience the diversity that he brings to various situations. What is Mentorship? To gain a clear understanding of the concept of mentorship, it is imperative to first define the terms for intents and purposes of this research. The Businesswomen’s Association (2011) website defines mentoring as “a relationship between two parties who are not connected within a line management structure, in which one party (a mentor) guides the other (the mentee) through a period of change towards an agreed objective.” This definition will be the one used for the purposes of this research. Mentoring is about providing help and support in a non-threatening way; such a manner that the learner appreciates and values the constructive criticisms and feedback, allowing it to empower him or her to move forward confidently toward his or her ultimate goal(s). The process is also concerned with creating an informal forum in which one person can feel encouraged to discuss needs, wants, desires, and circumstances openly, confiding in another person who may be in a position to positively help him or her, or at the very least lend an ear and perhaps a shoulder. Mentoring an individual, like Paul, creates many challenges for both the mentor and the mentee. The Nursing and Midwifery Council (NMC) serves as the current regulatory board, which sets standards for education, ensuring both nurses and midwives possess the appropriate skills prior to entering the field. The NMC (2008) require nurses and midwives continually train and partake in various learning activities to demonstrate their skills and knowledge are current. Thus, as a mentor, it is important to display the qualities necessary to support Paul in achieving these competencies. The Mentee Having a learning disability is neither by desire nor design. Hence the importance of creating an environment that encourages such individuals, providing them an equal platform to remain caught up with other participants. As previously noted, mentoring is the act of one person assisting another to achieve a goal; specifically, something of high importance to the mentee. In this case, the mentor has the opportunity to be Paul’s guiding light, helping and supporting his goal of achieving a successful nursing career. Asking for assistance can be difficult for anyone. Some people, like in Paul’s case, find it personally challenging, and maybe even embarrassing, to discuss developmental obstacles and true intentions with those above them in the professional hierarchy. Thus, seeking a mentor outside of the organization is often a more desirable and ideal approach for Paul, and others, in achieving career goals (Shepard and Stimmier 2009). The Role of Mentor Mentoring is a valuable support tool for inexperienced employees, and those living with innate obstacles, such as learning and other disabilities. It helps such individuals to develop a better understanding of the goal and path to reaching it, through the guidance of a leader with more experience in the given area of expertise (Jackson and Schuler 1999). The role of the mentor, as it relates to nursing and midwifery, is to support the students in the clinical arena. They act as a role model, facilitating the student’s learning experiences toward the placement, undertaking clinical teaching, supervising the student’s progress to ensure adequate quality of care and attention to safety for all parties, and assess the student’s overall practice toward completing the placement (Mentor Handbook 2007). Mentors in the realm of health care are no different from mentors in any other area of expertise. They are the practitioners who have more experience, knowledge, and leadership ability to provide guidance and support as they nurture less-experienced. An effective mentor makes certain mentees, like Paul, are assigned to tasks that challenge them at their given level (Noe 2009). In this particular case, Paul requires the assistance of his mentor to make decisions that help him progress, based on his competence. Thus, mentors help mentees to make their own decisions by suggesting options and allowing them to work toward them without restriction. At times, it may be necessary for the mentor to step in and redirect, but micromanagement is not the best policy in mentoring (Porter and Teisberg 2006). Ultimately, it is about developing a relationship that encompasses a wide range of issues, not just those concerned with problem solving, career, and personal matters. Establishing a mutual relationship between the mentor and mentee is a desirable situation, given all barriers may hinder free interaction and discussions are removed (Shepard and Stimmier 2009). Gaining Mentee Trust and Acceptance In Paul’s case, as a mentor, it is important to appreciate that everyone has a commonality: everyone is a living individual, acting and interacting with others in the present and somehow living along the path of life. Everyone has life prospects and self-objectives are often set. In most cases, actions are geared toward the attainment of objectives, which may not be by choice. Paul is a slow learner and as a result of various factors, but it does not mean inability to develop and achieve the prospects on his career path. In an attempt to offer support to someone who is not achieving the level of competence, the first role of the mentor in this case is to understand the needs, desire and expectations of Paul. This is the first step that will help the mentor to gain the relevant knowledge about how he can go about helping him. To an extent, the mentor is aware of Paul’s predicament; the reason he becomes stressed, anxious, and oftentimes frustrated. Therefore, the mentor must approach this situation in a delicate, amiable fashion, which will most likely lead to a positive response from Paul. After all, “you can catch more flies with honey than you can with vinegar” (Idiom 2011). The qualities of the mentor and the nature of the mentor-mentee relationship is fundamental to the victory of mentorship. Quality mentors are generally more respected by students, and will be afforded the opportunity to truly assist in their learning (Pulsford, Boit, and Owen 2002; Hughes 2004), “particularly in the earlier stages of pre-registration courses” (Pulsford et. al. 2002). Mentoring focuses on the role of the learner as the centre of the learning process, while the mentor acts as a facilitator guiding the learner through the process, providing him or her with required knowledge, in an insightful and enlightening way (SQW Consulting 2009). This can be done through an individual basis where the mentor and the mentee can freely engage with others and discuss any matters of personal concern with regard to the learning process, where the mentee is seen to be lagging behind. To a certain extent, the engagement between the mentor and the mentee need not be a totally isolated and private affair, but the mentor can encourage Paul to cooperate with the other learners so as to gain confidence which will positively contribute toward reaching the expected level of competencies (SQW Consulting 2009). Mentoring Effectiveness Learning under the guidance of a mentor to accomplish shared learning goals can be a source of self-esteem where there would be high chances that they would master what they discuss during the time spent with the mentor (Haines 2003). It is very important for the learners to work together with the mentor so they feel motivated, supported, and satisfied to share or exchange ideas with one another. At an individual level, Paul most likely will gain confidence, believing that knowledge can be generated through positive feedback and communication with others. Through promoting open communication between Paul and the mentor, he will stand a better chance of obtaining support to help him improve and meet the expected levels of competencies in practice (Haines 2003). Promoting interaction can be one good plan of motivating the mentee to be part of the task, and it will make them feel welcome as part of the team as well as captivating their attention, because they would have a role to play in their learning career. A mentee is likely to be motivated if he is led by an exemplary person who would try to establish a free environment in which the mentee would not feel betrayed or let down by discussing subjects that may appear to be too personal (Haines 2003). The mentor must first make sure that the mentee has gained the basic knowledge required to reach the expected level of performance. This would also involve close monitoring of progress constantly revisiting the areas, which would require some form of attention. This is one of the main objectives of mentoring whereby mentors would seek to ensure that the mentee has developed his learning skills to be better positioned to reach the expected level of competence (Haines 2003). To fully support the management of the learner who is not achieving the required level of competencies in practice, there is need to create a relationship based on mutual understanding between the mentor and the mentee. Understanding in such a kind of learning environment is very crucial in that it would allow easy interaction that also allows free flow of information between the two parties involved (Haines 2003). For mentoring to be successful, there is a need for a degree of compatibility between the mentor and mentee. Creating a free environment that promotes the free flow of information and sharing of ideas is a basic tenet of the mentoring. For any mentoring to be successful, it can be noted that communication plays a very special role, because it allows the exchange of vital information between the two parties. Both the mentor and the mentee should freely interact and there should be no barriers to communication they should work together whenever possible; this special arrangement will improve the skills of the learner, enabling them to reach the expected level of competence in practice (Haines 2003). The Mentoring Process According to Martin-Cooper and Palmer (2000), the positive aspects of mentoring are witnessed when individuals start to trust, share, and respect each other. Thus, an enabling environment will lead to creation of mutual relationship which is beneficial to both the mentor and the mentee as they will be guaranteed to achieve their desired goal in health care practice. Personal guidance offered helps maintain self-esteem and confidence as well as encouraging them to learn from less positive events. Martin-Cooper and Palmer (2000) cite the case of Karen who managed to develop her own professional identity constructively under the mentorship of Edwina. It can be noted in this case that mutual understanding is very important in order to have a fruitful exercise between the mentor and the mentee. Thus, for a mentoring relationship to work just like any other relationship, both parties need to understand from the onset the expectations of the other. This will entail the agreement on certain rules and there are likely chances of creation of a workable and mutual relationship as the testimony involving Karen who was mentored by Edwina (Martin-Cooper and Palmer (2000). Time management plays a great role for a slow learner like Paul, affording ample amount of time to perform, will increase his confidence and lessen the stress that he is experiencing, using an organiser or continuous diary will help Paul to keep up to date with work and tasks accomplished, having a “to-do list” will consolidate all the jobs in one place and prioritise tasks according to their importance, this will give control over the work and a sense of satisfaction (Time Scheduling and Time Management for Dyslexic Students n.d.). As part of the mentoring process, it is important that the mentor and the mentee discuss and agree the aspects or subjects areas that will be covered and these can also be referred to as the tasks, Thus, task management is mainly concerned with ensuring the achievement of set objectives and this can only be done through careful implementation of the set objectives. Embarking on a new task often means that new knowledge has to be communicated to the parties involved about the task to be accomplished (Haines 2003). At the outset, it is imperative to provide basic training to the mentee so he or she can be equipped with the required knowledge to undertake the agreed procedure meant to improve his competencies in practice. In a bid to complete a certain task, it can be noted that the two parties involved should mutually agree and understand the objectives of the mentoring exercise (Haines 2003). Ethics in Mentoring The mentor has a legal and ethical obligation to enhance Paul’s competencies and performance for effective practice (Royal College of Nursing 2009). The fundamental ethical issues concerning the failure of the students in practice is that the mentors at times do not treat the relationship and discussion held between them and the students with confidentiality. Upon realising this, the students will often lack confidence in their mentors to the extent that they become so reserved to discuss personal matters openly which may affect their performance in practice. In practice the mentors should be adhere and uphold to all the ethical consideration as a way of inculcating a sense of trust among their students who will be lagging behind (Royal College of Nursing 2009). Conclusion The professional issues concerning referral of student in practice mainly stem from the fact that the mentors will lack professionalism by virtue of taking everything for granted on the assumption that a student in practice generally knows what is expected of him or her, which may not be the case (Andrew and Chilton 2000). Andrew and Chilton’s (2000) discoveries demonstrate that staff nurses with teaching and assessing qualifications would often view themselves as effective mentors while viewing students ineffective at times. However, the students will rate their mentors positively regardless of their qualification. The mentors would at times lead to failure of the students because they would assume that their mentees are capable enough to know and grasp everything at the same pace as them which is not quite true in practical terms. Over and above it can be concluded that mentoring is about giving help and support in a non-threatening way, in a manner that the recipient will appreciate and value and that will empower them to move forward with confidence toward what they want to achieve. It can be seen that there are some situations in which people will feel embarrassed to discuss their personal issues openly with regard to learning, which will serve as a drawback. In Paul’s scenario, the mentor can successfully support the management of this learner who is not achieving the required level of competence in practice through implementing the steps discussed above. References Amos, T., Ristow, A., Ristow, L., and Pearce, N. J. (2008). Human resource management. Capetown, South Africa: Juta and Co. [Accessed 26 March 2011]. Available from: . Andrews, M. and Chilton, F. (2000). Student and mentor perceptions of mentoring effectiveness. Nurse education today. 20, Issue 7, pp.555-562. Duffy, K. (2004). The Duffy Report [online]. [Accessed 26 March 2011]. Available from: . Dyslexia action [online]. (2010) [Accessed 26 March 2011]. Available from: . Gopee, N. (2008). Assessing student nurses' clinical skills: The ethical competence of mentors. International journal of therapy and rehabilitation. 15, Issue 9, pp.401-407. Gray, M. A. and Smith, L. N. (2000). The qualities of an effective mentor from the student nurse's perspective: Findings from a longitudinal qualitative study. Journal of advanced nursing. 32, Issue 6, pp.1542-1549. Grobler, P. A. and Warnich, S. (2005). Human resource management in South Africa. 3rd. ed. U.K.: Thomson Learning. Haines, S. T. (2003). The mentor-protege relationship. American Journal of Pharmaceutical Education. 67, Issue 3, pp.1-7. Hughes, S. J. (2004). The mentoring role of the personal tutor in the `fitness for practice' curriculum: An all Wales approach. Nurse education in practice. 4, Issue 4, pp.271-278. Idiom: You can catch more flies with honey than with vinegar [online]. (2011) [Accessed 27 March 2011]. Available from: . Jackson, S. E. and Schuler, R. S. (1999). Managing human resources: A partnership perspective. 7th. ed. South-Western Educational Publishing. Kay, D. and Hinds, R. (2005). A practical guide to mentoring. 2nd. ed. London: How to Books. Mentor handbook [online]. (2007) [Accessed 26 March 2011]. Available from: . Mentoring [online]. (2011) [Accessed 26 March 2011]. Available from: . Morton-Cooper, A. and Palmer, A. (2000). Mentoring, perception, and clinical supervision: A guide to professional support roles in clinical practice. Oxford: Blackwell Publishing. [Accessed 26 March 2011]. Available from: . Myall, M., Levett-Jones, T., and Lathlean, J. (2008). Mentorship in contemporary practice: the experiences of nursing students and practice mentors. Journal of clinical nursing. 17, Issue 14, pp.1834-1842. Noe, D. P. (2009). Nursing: Mentoring new nurses [online]. [Accessed 26 March 2011]. Available from: . Pellat, G. C. (2006). Nursing mentors. The role of mentors in supporting pre-registration nursing students. British journal of nursing (BJN). 15, Issue 6, pp.336-340. Porter, M. E. and Teisberg, E. O. (2006). Redefining health care: Creating value-based competition on results. s.l.: Harvard Business Press. [Accessed 26 March 2011]. Available from: . Pulsford, D., Boit, K., and Owen, S. (2002). Are mentors ready to make a difference? A survey of mentors' attitudes towards nurse education. Nurse education today. 22, Issue 6, pp.439-446. Royal College of Nursing (2009, September). Guidance for mentors of nursing students and midwives. (An RCN toolkit). London Available from: . Accessed: 27 March 2011. Schultz, H. (2003). Organisational behaviour: A contemporary South African perspective. 1st. ed. Van Schaik Publishers. Shepard, M. D. and Stimmier, J. K. (2009). Stop Whining and Get a Mentor [online]. [Accessed 26 March 2011]. Available from: . SQW Consulting (2009, October). A review of mentoring literature and best practice. (Creative business mentor pilot). London Available from: . Accessed: 27 March 2011. Thatcher, A. (2004). Book review: Organisational behaviour: A contemporary South African perspective. SA journal of industrial psychology. 30, Issue 3, pp.97. Time scheduling and time management for dyslexic students [online]. (n.d.) [Accessed 27 March 2011]. Available from: . Van Aswegan, S., Kleynhans, R., Meyer, W., and Markham, L. (2006). Human resource management (fresh perspectives). 1st. ed. South Africa: Pearson Education. Appendix A Scenario 2 Paul is in his foundational year and currently in his second term. He has been in your area of practice for just over two weeks. During his time in practice, you and your colleagues have noticed that he appears to have some coordination difficulties, clumsy gait, and tendency to drop things and trip and fall. He has a lack of dexterity and poor at two-handed tasks, causing problems with some clinical skills. You have also noticed that he has difficulty following instructions, especially more than one at a time; it often takes a great deal of time for him to finish an assigned task. He has difficulty with concentrating and is easily distracted, making him unfocused and erratic. His short-term memory is apparently poor and he has a tendency to forget things and lose items. He can become very stressed and frustrated, as a result of his many issues. Read More