Enactment Theory of Mentoring - Report Example

Enactment Theory of Mentoring Introduction Communication is a process through which information passes from one person tothe other. There are many forms of communication that people use to pass information, some of which are effective as opposed to others. Many scholars have tried to evaluate the effectiveness of various forms of communication and come out with different conclusions. There exist a number of communication theories that prove appropriate for different groups. This essay focuses on the Enactment Theory of Mentoring, which is a communication theory. It describes what the theory is about, what studies say about it, how it has been used in communication, and how people could utilize it in their lives. Summary The Enactment Theory of Mentoring is a communication theory that gives suggestions on how mentors and trainees in an organization can use strategic communication in developing a relationship between themselves (Kalbfleisch, 2007). The theory gives nine proposals that show how mentors and trainees ought to conduct themselves when trying to initiate, develop, and maintain relationships in an organization. The first proposal brought out in the theory shows that mentors can decline to become mentors to trainees during their first interactions (Grill, 2011). The second proposition shows a higher possibility of mentors turning down the request made by trainees of becoming their mentors. According to Kalbfleisch, mentors show more willingness to help trainees on a project than they agree to become their mentors. In the same way, mentors have a more likelihood of allowing trainees to help them in a project compared to their accepting to become the trainees’ mentors (Grill, 2011). The reason behind this, according to the theory is that there is no enough initial time for the mentor and the trainee to create a close relationship, and thus mentors turn down any formal requests for mentorship (Kalbfleisch, 2007). For an individual to work effectively in an organization, they do not have to require a strong feeling to work with another person, but agreeing to serve as a mentor to a trainee requires a sense of liking. Therefore there is a lower likelihood of an organization member to agree to become a mentor to a trainee due to lack of initial relationship development (Kalbfleisch, 2007). The theory’s third proposition shows that mentors show interest in training new trainees when they have mentored others before (Kalbfleisch, 2007), as the fourth proposition shows trainees’ interest of being mentored by any more advanced individual regardless of the duration of their relationship. The fifth proposal shows trainees’ likelihood of accepting offers from more advanced individuals in the organization. These propositions show that in the early stages of communication relationships, trainees are more likely to accept mentorship when approached by a more advanced individual (Allen, 2007). This means that trainees will have to use most of their time building communication relationship with their mentors. The other propositions in the theory show communication efforts that mentors and trainees put to ensure their relationship (Kalbfleisch, 2007). The sixth proposition shows that a trainee shows more engagement in maintaining a communication relationship as opposed to the mentor more especially when the success of the trainee depends on the mentor. The theory argues that in the case where breaking a relationship with a mentor causes loss to trainees, the trainees do their best to ensure a maintained relationship with their mentor. The seventh proposition in this theory concerns the issue of gender in mentoring. It shows that female trainees in an organization are more likely to use communication strategies geared towards initiating, developing, and maintaining a relationship as opposed to male trainees (Grill, 2011). The ninth, which is the last proposition in the theory, suggests that mentors are likely to maintain communication strategies in a relationship that is likely to benefit them. This theory thus, shows that maintaining a relationship in an organization depends on communication strategies it lays down. Several scholars have reinforced this theory in their studies. For example, a study by Grill (2011) uses this theory to evaluate the costs and benefits that mentors get in mentoring a trainee in an organization. Grill uses this theory because it is more of a relational theory, and as opposed to the Social Exchange Theory, Enactment Theory of Mentorship gives the best assumptions on argument, investment and maintenance as specific relationships help measure them (Grill, 2011). The study focuses on investments made by mentors in maintaining a relationship. According to the theory, mentors incur costs and benefits when mentoring trainees. One of the costs incurred is time where mentors feel that engaging in a mentoring relationship takes a lot of valuable time to work (Grill, 2011). Mentors also feel that working with a mentor calls for them to stay closer for much of their time thus consuming time for those who have families. Another cost associated with mentorship relations is when other people in the organization perceive that the mentor favors their trainee because of the much time spent together. This can affect the career of the mentor because there is a potential of alienation from other members as they see it an unfair behavior (Grill, 2011). It happens in situations where the relationship is not formal or where the mentor is the trainee’s supervisor leading other members to see it as favoritism (Grill, 2011). Grill uses this theory because through it, it is easier to know the costs that mentors incur in their effort towards maintaining a relationship with trainees. Another study conducted by Ensher & Murphy (2010) utilizes this theory among others in determining when a communication relationship deteriorates or prospers in an organization, and what organizations can do to increase its effectiveness. The study shows that both mentors and trainees perceive costs and benefits of relating with each other through communication (Ensher & Murphy, 2010). According to the theory, mentorship communication benefits the trainee because they get new skills from their mentors, though the mentors incur costs of investing in their time. Many organizations have used the enactment Theory of Mentoring to enhance communication within their employees. As the theory suggests, mentors and trainees in an organization undergo challenges in relation to their forms of communication strategies and conversation goals that have a large impact on their relationships (Kalbfleisch, 2007). The theory is useful in organizations because it gives recommendations for establishment or initiation of new mentoring relationships, maintenance of the existing relationships, and repair of deteriorating ones (Ensher & Murphy, 2010). The theory suggests that it is more effective for a trainee to initially request for assistance from a mentor than asking them to be their mentor. A relationship builds slowly as mentors build trust with their trainees as it grows into a mentoring relationship. The mentoring enactment theory suggests that mentors may lack immediate relationship with trainees, and pose relational challenges to trainees to see how they can perform initially. Mentors’ assumption that trainees meet the relational challenges makes them invest in the relationship greatly benefiting the trainees, which results to greater relationship effectiveness (Ensher & Murphy, 2010). The Mentoring Enactment Theory can be utilized in people’s lives because of its effectiveness in creating communicational relationships. Different groups of people with varying characters work together in an organization. There might be challenges in creating a relationship between workers in the organization, but proper utilization of the theory shows positive improvements in relational communication. A study conducted by McKeen and Bujaki showed that female workers seem to benefit from mentoring relationships in organizations compared to male workers (McKeen & Bujaki, 2007). The research shows that they easily understand their working environment and are more likely to get promoted because they accept to be mentored and feel belonging to an organization. The research shows that appropriate use of the Mentoring Enactment Theory can be useful in daily life issues. Critical Evaluation This paper falls within the interpretive paradigm. This is because it deals with theories touching on the study of people’s behavior. This study of people involves approaches made in the creation of communication relations between mentors and trainees. There are several traditions that exist in the field of communication theory (Griffin, 2012). The Mentoring Enactment Theory lies in the Cybernetic Tradition because the tradition helps in the study of communication, behavioral studies and social sciences in general. The theory focuses on communication relations between more advanced and new workers in an organization (Kalbfleisch, 2007). As the theory suggests, the relationship between mentors and trainees in an organization largely depends on the communication between the two of them. Thus, this dependence qualifies the theory to lie under cybernetic tradition since it focuses on relations between human beings. The theory is mostly interpretive because it bears the standards of an interpretive communication theory. According to Griffin, a good communication theory must: i. Give an understanding of the people (Griffin, 2012). This is giving the condition in which people are. This theory understands that relations between people cannot be effective unless there is a communication between them. ii. Clarify people’s values. The theory shows people’s values in relation to communication. Mentors do not immediately accept to mentor trainees until they understand their abilities. iii. Have an artistic value. This refers to provoking new ideas. The theory provokes new ideas of enhancing communication between mentors and trainees, because it doe not give the final solutions to communication problems. iv. Bring an agreement in the community. Proper utilization of the theory creates agreements both in communities studying and those applying it. v. Bring reformation of the society. Any good theory aims at reforming the society. The Mentoring Enactment Theory aims at initiating, maintaining and repairing relationship communication in an organization. Appropriate use of the theory positively reforms the community. Conclusion Success of any organization largely depends on the modes of communication that exist in the organization. When a new recruit joins an organization, they lack experience in any of the operational processes, and require someone to direct them. Mentors can be an effective source of motivation for new members; however many of them do not easily accept to mentor newcomers (Kalbfleisch, 2007). Studies show that the reason behind this is lack of initial communication relationship between the mentor and trainees. The mentoring enactment theory can be helpful to people in an organization if well utilized because it suggests ways of initiating, developing and maintaining a relationship communication, which is helpful in any successful organization. When mentors and trainees initiate and maintain a communication relationship, the output in an organization grows because of the flow of communication. Bibliography Allen, T. (2007). Mentoring relationships from the perspective of the mentor. In B. R. Ragins & K. E. Kram (Eds.). The handbook of mentoring at work: Theory, research, and practice. Los Angeles, CA: Sage. Ensher, E.A. & Murphy, S.E. (2010). The mentoring relationship challenges scale: The impact of mentoring stage, type, and gender. Journal of Vocational Behavior. Griffin, E. A. (2012). A first look at communication theory (8th ed.). New York: McGraw-Hill. Grill, K.M. (2011). Examining mentor enactment theory from the mentor’s perspective: Creating cost and benefit scales to predict maintenance usage. Kalbfleisch, P. J. (2007). Mentoring enactment theory: describing, explaining, and predicting communication in mentoring relationships. In B. R. Ragins & K. E. Kram (Eds.).The handbook of mentoring at work: Theory, research, and practice. Los Angeles, CA: Sage. McKeen & Bujaki. (2007). Gender and mentoring: Issues, effects, and opportunities. B. R. Ragins & K. E. Kram (Eds.). The handbook of mentoring at work: Theory, research, and practice. Los Angeles, CA: Sage. Read More