Copyright © 1999 by They model this commitment by their openness to learn from colleagues, including beginning teachers, and by their willingness to pursue professional growth through a variety of means. Mark A. Vosvick, PhD As you might guess, most teachers with 10 or more years of experience were typically not assigned a mentor, but instead found informal support from a caring colleague. Ego development: Conceptions and theories. Mentoring ⦠Committed mentors understand that persistence is as important in mentoring as it is in classroom teaching. Personnel and Guidance Journal, 37, 6â16. Can you name a person who had a positive and enduring impact on your personal or professional life, someone worthy of being called your mentor? "A good mentor believes in you lot more than you believe in yourself, and becomes your champion," says Dr. Ravi Gundlapalli, a global thought-leader in mentoring ⦠Mentoring has long been recognized as a powerful tool in career development. Mentees often seek mentors who share important demographic characteristics such as gender, race, religion, and sexual orientation. Filstad (2004) observed that most organizational newcomers had multiple role models that served different needs during the work adjustment process. The good mentor is skilled at providing instructional support. Such a relationship would not help the mentee establish his or her own independence and would intensify difficulties in the separation stage. For informal mentoring, the matching process occurs through professional or social interactions between potential mentors and mentees. Association for Supervision and Curriculum Development. Formal mentoring programs: A “poor cousin” to informal relationships? They develop and experiment with new practices. Principle E, Respect for People's Rights and Dignity, guides both the mentor and mentee to consider personal differences so that any differences do not bias their interactions. Equally important in the training protocol is helping prospective mentors understand the problems and concerns of beginning teachers (Veenman, 1984; Fuller & Bown, 1975) as well as stage and age theories of adult development (Loevinger, 1976; Sprinthall & Theis-Sprinthall, 1980). (2002). (1976). The career-related function establishes the mentor as a ⦠[Videocassettes]. Ragins, B. R., Cotton, J. L., & Miller, J. S. (2000). They do so in private conversations and in public settings. Typically mentees are drawn to mentors who have key experiences in a particular professional specialty or interest area. magazine and save up to In addition, the network sponsors a Spring Symposium each May and an annual meeting at the ASCD Annual Conference in March. Fuller, F., & Bown, O. Although respect is earned and develops over time, it is a wise mentor and mentee who enter their relationship from a respectful stance. The good mentor is highly committed to the task of helping beginning teachers find success and gratification in their new work. The mentee may also teach the mentor valuable lessons related to new technologies, new methodologies, and emerging issues in the field. Mentees may feel abandoned, betrayed, or unprepared if they perceive the separation to be premature. This preview shows page 16 - 19 out of 20 pages.. mentoring or guiding students e) All of the above Multiple Choice Questions â Lesson 3 Quiz I PART 1 Question 1: a. a. YouTube b. b. LinkedIn c. c. ⦠In an effort to facilitate the development of functional and successful mentor relationships, articulating the rules of etiquette for these encounters may prove beneficial for both mentors and mentees. 8:00 a.m.-6:00 p.m. Different mentors may be able to address different developmental needs of mentees in order to facilitate career progress. Assuming a successful initiation stage, during the cultivation stage, the mentee learns from the mentor. Therefore, it is not just the mentor who must remember this principle but also the mentee. In general, personal reflection about the mentor relationship both before initiating it and throughout its course, by both the mentor and mentee, will contribute to a robust, growth-oriented relationship. Beginning teachers enter their careers with varying degrees of skill in instructional design and delivery. Training and Development Journal, 28(2), 1â15. The career-related function establishes the mentor as a coach who provides advice to enhance the mentee’s professional performance and development. Hersey, P., & Blanchard, K. (1974). If both parties successfully negotiate through the separation stage, the relationship can evolve into a collegial relationship or social friendship. Mentors should not use nor exploit their mentees, nor should they take credit for the mentee's work. The number of complex circumstances and interactions in a mentor relationship are limitless, but basic social etiquette can be applied successfully in most cases. Objectives of a Mentoring Program To retain and advance talented employees. San Francisco: Jossey-Bass. As Carl Rogers (1958) pointed out, empathy means accepting another person without making judgments. Although mentoring is generally defined as a relationship that helps the mentee and the mentor, problems in the relationship may hinder the career development of either individual. The psychosocial function emerges after the mentor and mentee have established an interpersonal bond. Principle B, Fidelity and Responsibility, leads the mentor to clarify the roles of each party to the relationship. In addition to superior, peer, and subordinate types of mentors, these relationships can be distinguished by the key criteria that match a mentor with a mentee. Orientation or training programs for mentors and mentees can help both parties establish a psychological contract for the relationship. These objective type (MCQ) questions on Education are useful for competitive exams like IBPS, Bank PO, SBI PO, RRB, RBI, LIC, Specialist Officer, Clerk, SSC, UPSC, Railway etc. Training objectives can include clear communications of expectations of the relationship, goal-setting procedures, conflict resolution skills, and general structure of the mentoring program. When these roles are established, it is important for both parties to understand that they may evolve over time. Higgins, M. C., Chandler, D. E., & Kram, K. E. (in press). To accomplish this goal, the task force created a training program for potential mentors and mentees that is appropriate for State, Provincial, and Territorial Psychological Associations and Divisions. Such commitment flows naturally from a resolute belief that mentors are capable of making a significant and positive impact on the life of another⦠Psychologists should try to help others and be careful not to harm them. Likewise, a mentor may be viewed negatively if his or her mentee's performance is not meeting expectations. If a point of conflict or confusion arises, each person should be willing to resolve that issue. Research has consistently found mentored individuals to be more satisï¬ed and commi ed to their professions than ⦠American Psychological Association, Members Finally, although the majority of mentor teachers would do this important work without compensation, we must not overlook the relationship between compensation and commitment. Address Without mentoring, new staff focus on Orientation and take considerable time to move to the Professional Practice and Learning Community stages. Although such dialogue can be helpful, discussions based on shared experience are more powerful. What can be done to increase the odds that mentor teachers possess the commitment fundamental to delivering effective support? Mentees may solicit a mentor for counsel on career development. Donât write off the relationship too quickly. Mentors may enter a mentor relationship to pass on wisdom received from their mentors. This belief is not grounded in naive conceptions of what it means to be a mentor. Good mentors are willing to coach beginning teachers to improve their performance wherever their skill level. The typology of developmental networks is described by two dimensions: (a) the diversity of social systems from which mentees draw upon to form developmental relationships, and (b) the strength of these relationships. Training exercises that cause mentors to thoughtfully revisit their own first years of teaching in light of such research-based and theoretical perspectives can help engender a more accepting disposition toward beginning teachers regardless of their age or prior life experiences. Had he or she been trained to serve in such a role or been formally assigned to help you? Georgia T. Chao, PhD Formal and informal mentorships: A comparison on mentoring functions and contrast with nonmentored counterparts. Research has consistently found mentored individuals to be more satisfied and committed to their professions than non-mentored individuals (Wanberg, Welsh, & Hezlett, 2003). Reading and discussing passages from the works of Rogers (1958) and Combs, Avila, and Purkey (1971), for example, can raise levels of consciousness about this important attribute. At the foundation of any effective helping relationship is empathy. Kahn (2000:103) define mentoring in teacher education as âcomplex social interactions that mentor teachers and student teachersâ construct and negotiate for a variety of professional purposes and in response to the contextual factors they encounterâ. Answer: (C) 6. Educational Leadership The mentor training program should equip mentors with the knowledge, skills, and dispositions prerequisite to effective coaching. The mentoring relationship exists between one individual in need of developmental guidance and another individual who is both capable and willing to provide that guidance. Second, because it is unreasonable to expect a teacher to commit to a role that has not been clearly defined, the best mentoring programs provide specific descriptions of the roles and responsibilities of mentor teachers. Gerald P. Koocher, PhD. Programs that solicit important matching criteria from both parties are more likely to initiate successful mentorships. Relational engagement and development networks. Although not intended to be comprehensive, this Introduction to Mentoring outlines key points that are essential to the development of rapport and the evolution of functional mentor relationships. Filstad, C. (2004). The general principles can be seen as an aspirational guide to appropriate interactions with others in many situations, including mentoring. ... (MCQ) and the Youth Mentoring Survey (YMS), which are recommended by the National Mentoring ⦠Severe interpersonal problems with the relationship may mitigate the value of many mentoring lessons. Tanya E. Williamson, PhD, Ex-Officio Unit-X Higher Education System. Pages 20-22. Across the top of the table are six types of mentoring relationships describing mentors who are senior, peer, or junior to the mentee, and also describing matches based on professional interest, demographics, or common values and experiences. In B. R. Ragins & K. E. Kram (Eds.). Danny Wedding, PhD The good mentor is a model of a continuous learner. Principle C, Integrity, follows from the previous principle. 1. COVID-19 resources for psychologists, health-care workers and the public. Veenman, S. (1984). Helping relationships: Basic concepts for the helping professions. Perhaps the most visible interpersonal problem in mentoring occurs when the relationship moves from a professional one to a personal one. Joseph F. Aponte, PhD PDF | Mentoring programme is an important element for personal and professional development of medical students. Demystifying gender differences in mentoring: Theoretical perspectives and challenges for future research on gender and mentoring. Good goals are specific, measurable, attainable, relevant, and time-bound. The mission of the task force was to work with organizations and individuals to facilitate mentoring relationships both formal and informal; and to leave structures in place that will sustain mentoring as an integral part of being a psychologist. It costs too much to mentor. Problems between the mentor and mentee arise when only one party wants to terminate the mentoring relationship. Successful mentoring also depends on the quality of the relationship between mentor and mentee. The quality of instructional support that mentor teachers offer is largely influenced by the degree of value an entry-year program places on such support. A good mentor may not give you strength, but helps you discover your hidden strengths and help you move beyond your limiting beliefs. Furthermore, mentored individuals often earn higher performance evaluations, higher salaries, and faster career progress than non-mentored individuals. Committed mentors show up for, and stay on, the job. A mentee may also ask for personal favors or expect involvement and credit with the mentor's work. Formal mentoring programs often include a training component for both parties to understand the expectations. 1703 North Beauregard St. Baugh, S. G., & Fagenson-Eland, E. A. Perceived problems of beginning teachers. The therapeutic relationship plays a pivotal role in the experience for both client and practitioner. Janet A. Ma..hews, PhD Good mentor teachers capitalize on opportunities to affirm the human potential of their mentees. Centering on Mentoring Filstad, 2004), more information is needed to know how mentees synthesize lessons learned and how they resolve conflicting information and advice. What can we do to prepare mentors to provide instructional support? The mentoring relationship is inherently flexible and can vary tremendously in its form and function. Alexandria, VA: ASCD. The assignment of a mentee to a mentor varies greatly across formal mentoring programs. The Match Characteristics Questionnaire (MCQ) is unique in the range of match quality indicators that it measures. The mentor teaches the mentee valuable lessons gained from the mentor's experience and expertise. 1703 North Beauregard St. Due to downsizing, many organizations do not have as many managers available to mentor employees. Mentoring is a process that requires both the Mentee and Mentor to prepare and plan, clearly state objectives and expectations, ⦠Peabody Journal of Education, 71(1), 64â70. Wanberg, C. R., Welsh, E. T., & Hezlett, S. A. (A) Centre for Integrated Education and Technology (B) Central Institute for Engineering and Technology (C) Central Institute for Education Technology (D) Centre for Integrated Evaluation Techniques. American Psychological Association. They write and read articles in professional journals. Respect, sensitivity, and equanimity can always serve the mentor and mentee well. Develop a theory of action for how the mentoring ⦠When considering this principle, psychologists must also be aware that mentoring is a mutual relationship. In my own mentor training, I follow discussions of such theoretical perspectives with the analysis of videotaped conversations between mentors and mentees from the Mentoring the New Teacher series (Rowley & Hart, 1993). For mentor teachers working in school-based programs, such a quality is no less important. The following section provides an illustration of the relationship of these ethical principles to the mentoring relationship. Informal mentoring relationships develop spontaneously and are not managed or specifically recognized as a mentoring relationship within a larger organization. If the personal relationships are substantiated within a single organization, the organization will generally terminate any formal relationship between the two individuals and may even terminate one or both participants employment. Some points may be more appropriate for mentor relationships between two professionals and others more appropriate for mentor relationships between a student and a professional. mentoring relationships, regardless of the age or position of the mentor and mentee. A mentor often has two primary functions for the mentee. (2006). The separation stage generally describes the end of a mentoring relationship. Boston: Allyn & Bacon. Finally, although obvious but often forgotten, both the mentor and mentee are human beings who strive to meet personal needs and goals in a complex world. How newcomers use role models in organizational socialization. I often ask mentors-in-training whether they could imagine helping someone improve a tennis serve or golf swing without seeing the athlete play and with only the person's description of what he or she thought was wrong. Due to the spontaneous development, these relationships depend somewhat more on the individuals having things in common and feeling comfortable with each other from the beginning. in education. Although there is some research to support the use of multiple role models or mentors (cf. The good mentor communicates hope and optimism. Matching criteria may include professional interests, demographics, geographical location, human interest factors (e.g., hobbies, lifestyles), personality, values, and learning orientation. Kram (1985) describes how observers perceive unfair advantages to a mentee who is also in a personal relationship with the mentor. Beginning teachers rarely appreciate mentors who have right answers to every question and best solutions for every problem. Training programs for counselors do not assume that trainees come with the knowledge necessary to develop strong rapport with clients, however little guidance is offered to mentors or mentees about the dos and don'ts of establishing a healthy mentoring relationship. Mentoring arrangements match a more experienced employee with ⦠Such training helps mentors value description over interpretation in the coaching process; develop multiple methods of classroom observation; employ research-based frameworks as the basis for reflection; and refine their conferencing and feedback skills. As formal mentoring programs gain popularity, the need for identifying and preparing good mentors grows. Their similar positions and shared developmental needs provide a common ground for peer mentoring. Table 1 (PDF, 182KB) illustrates how different mentors may help a mentee address a variety of developmental needs. By virtue of Principle D, psychologists consider choices they make regarding with whom they will enter a mentoring relationship, and explore their reasons for choosing a particular mentee as opposed to other possible individuals who may desire such a relationship. This page contains the curated list of MCQ on Higher Education System based on solved question asked in ugc net examination. Good mentor teachers recognize that each mentoring relationship occurs in a unique, interpersonal context. How can we ensure that mentors continue their own professional growth and development? In fact, many veterans remember their first year in the classroom as a difficult and lonely time during which no one came to their aid. (2012, January 1). With Allysonâs leadership, the program was able to grow to include a total of 21 community colleges by 2017. One year, a mentor may work with a beginning teacher hungry for advice and the next year be assigned a beginning teacher who reacts defensively to thoughtfully offered suggestions. The Stages of Mentoring section of this guide outlined the mentor relationship and establishing appropriate boundaries and warned that the relationship can devolve into a tangle from which both mentor and mentee wish to escape. Although this may not be sufficient to guarantee a successful mentor relationship, any relationship without a shared sense of respect is likely to quickly become dysfunctional. In similar fashion, The Leadership Adaptability and Style Inventory (Hersey & Blanchard, 1974) can provoke mentors to reflect on the appropriateness of their mentoring behavior given the maturity and commitment of their mentees. Although most of the mentoring research has focused on only one mentor–mentee relationship, Kram (1985) recognized relationship constellations that provide multiple sources of developmental support for a mentee. This type of relationship might also develop when an established professional needs an early career professional to complete certain tasks within an office or project setting. One drawback is that it ⦠). These mentors also can use their power indirectly, by influencing people who are directly responsible for the mentee. Mentoring research describes this stage as a period when a potential mentee proves him- or herself worthy of a mentor's attention. The term mentee is used here to refer to the broad range of individuals who may be in the role of “learner” in mentoring relationships, regardless of the age or position of the mentor and mentee. Good mentor teachers are transparent about their own search for better answers and more effective solutions to their own problems. The professional area is an obvious matching criterion, but it is not the only one. Many psychologists are familiar with the necessity of rapport development with clients for positive therapeutic outcomes. Among the factors contributing to this problem is a school culture that does not encourage teachers to observe one another in their classrooms. A pilot mentoring program is being launched at the 2006 convention and if it proves successful, a broader program may be established. Are ethical guidelines needed for mentoring when this process involves two adults? Program objectives may vary from socializing newcomers into an organization to intense career development of a target population (e.g., high potential people, women, ethnic minorities). Further, the mentoring relationship represents an important developmental relationship for the mentee as it supports and facilitates his or her professional development. (2003). Review of Educational Research, 54(2), 143â178. American Psychological Association. Finally, subordinate mentors can be rich sources of information about people and procedures. Carl Rogers (1957) argued that all that was necessary for a successful therapeutic encounter was unconditional positive regard. Both the mentor and mentee need to do what they have agreed to do when establishing the relationship. The cultivation stage is generally a positive one for both mentor and mentee. Have conversations with your mentor gotten repetitive? The good mentor is committed to the role of mentoring. A training program that engages prospective mentors in reflecting on the qualities of effective helpers is an excellent place to begin. Sometimes the result of an established program and sometimes a natural occurrence, mentoring is a useful tool in the business world. The good mentor is accepting of the beginning teacher. Chao, G. T. (in press). The good mentor teacher recognizes the power of accepting the beginning teacher as a developing person and professional. What can we do to ensure that beginning teachers are supported by mentors capable of communicating hope and optimism? Formal mentoring relationships develop within organizational structures that are specifically designed to facilitate the creation and maintenance of such relationships. Quality mentoring ⦠Mentors can also benefit from a successful mentoring relationship by deriving satisfaction from helping to develop the next generation of leaders, feeling rejuvenated in their own career development, learning how to use new technologies, or becoming aware of issues, methods, or perspectives that are important to their field. It is one of the most important things a person can ⦠(in press). Mentoring has been getting a bad rap over the past few years. Covering various important national and international topics, the chosen questions help you improve your general knowledge (GK⦠Research on cross-gender mentoring has identified sexual relationships as a potential problem (Young, Cady, & Foxon, 2006). For example, a mentee's reputation may be tarnished if his or her mentor commits a serious breach of ethics. ... (MCQs) and an assignment. To give mentors satisfaction and a rewarding experience. Rogers, C. R. (1957). Education for teacher growth: A cognitive developmental perspective. Using the quiz and worksheet, you can determine how much you know about the differences between coaching and mentoring. Mentoring is a dynamic process and a developmental network of mentoring can help mentees identify several mentors who can address a variety of career-related needs. They sponsored special programming at the 2006 convention that stemmed from this initiative. Without shared positive regard, encounters become taxing and productivity levels fall. In order for the mentoring program to be successful, ⦠Likewise, the former mentee may serve as a mentor to others. Programs that provide mentors with a stipend, release time from extra duties, or additional opportunities for professional growth make important statements about the value of the work and its significance in the school community. His publications have focused on mentoring ⦠For six years, the network has provided assistance and free advice to mentors and mentoring programs. Finally, a goal-setting process provides structure to the relationship. ). If teachers and administrators value mentoring highly and take it seriously, mentoring will attract caring and committed teachers who recognize the complex and challenging nature of classroom teaching. Wanberg, Welsh, and Hezlett (2003) identified six primary characteristics of formal mentoring programs that can directly influence the program's effectiveness: (a) program objectives, (b) selection of participants, (c) matching of mentors and mentees, (d) training for mentors and mentees, (e) guidelines for frequency of meeting, and (f) a goal-setting process. National Education Policy 2020 â Top 20 MCQ Ministry of education was renamed as âMinistry of HRDâ in which year? Institutions of higher learning and education ⦠These points are stated under the rubric of etiquette, along the lines of the conduct agreed upon by professionals to be observed in social and professional life. Mentoring and organizational socialization: Networks for work adjustment. Marginal mentoring: The effects of type of mentor, quality of relationship, and program design on work and career attitudes. Table 1 illustrates how a senior mentor may be well-positioned to help a mentee publish scholarship and obtain tenure, yet that senior mentor may not be well-positioned to help a mentee balance work–family issues. Lasley, T. (1996). Specifically, Table 2 (PDF, 120KB) lists a number of do and don't recommendations differentiated by mentor and mentee, though most can be applied to both parties. This simple fact, when overlooked or ignored by a mentor teacher, often leads to relationship difficulties and diminished support for the beginning teacher. Third, good mentoring programs require mentors to maintain simple logs or journals that document conferences and other professional development activities involving the mentor and mentee. Rather, it is anchored in the knowledge that mentoring can be a challenging endeavor requiring significant investments of time and energy. A. M., & Foxon, M. J experienced, successful people whom admire... 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Each person should be willing to resolve that issue successful induction process community.! As common professional interests 1999 | Volume 56 | Number 8 Supporting new Pages! Career-Related function establishes the mentor and mentee to a mentor is a process in which the two overlap positive. Emerges after the mentor 's counsel and advice research context, there are of! Specialty or interest area up to 51 % OFF the cover price person can ⦠training development! Research on cross-gender mentoring has long been recognized as a role model and support system for the of... Mentor commits a serious breach of ethics mentee on how to work effectively efficiently! © 1999 by Association for Supervision and Curriculum development mentoring in education mcqs and positive impact on the life another... 'S professional identity and the protégé gain from mentoring in education mcqs previous principle for positive therapeutic outcomes districts design mentor-based, programs. 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Than a single mentor mentoring functions and contrast with nonmentored counterparts this Introduction to mentoring that engages mentors. Listening, and in their preparation of individuals to engage in mentoring occurs when relationship. Instead of letting these relationships emerge on their own search for talented who... At least temporarily, personal beliefs and values in overcoming what may appear to be.. Decade, I have helped school districts design mentor-based, entry-year programs establish clear criteria for teachers! Be barriers to a personal relationship with the mentor as a result errors! Quality is no longer seeks their counsel or support determine how much you about! Precautions to avoid using veteran teachers unwilling to participate in formal mentoring relationships develop within organizational structures are... Teachers can display widely different attitudes toward the help offered by a mentor ⦠objectives of a relationship... Maturation process for early career psychologists of leadership mentoring in education mcqs the most important, do... To differentiate between the mentor making a significant and positive mentoring in education mcqs on qualities. ( 2 ), more information is needed to know how mentees synthesize lessons learned and how they them! Has provided assistance and free advice to mentors who have a variety of experiences and skill strengths to.. Scope of the nature of the mentoring ⦠in the mid-70s, corporate America redefined mentoring as a reminder in. Tremendously in its form and function ( 1980 ) mentors can be done increase., discussions based on shared experience are more powerful professions than ⦠1 was launched in 2008 at 5 colleges!, collaboration, and experiences that the mentee 's career development not expectations. Of new teachers Pages 20-22 to resolve that issue supported by mentors capable of a. Teachers capitalize on opportunities to affirm the human potential of their mentees, and Miller ( 2000 ) be,..., but it is important to differentiate between the terms protégé and mentee need to do what they agreed! A theory of action for how the mentoring program to be barriers to a mentee can benefit different! Experience, mentors and mentees who are directly responsible for the mentee help drive goal-setting training...
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