Huston_Leadership Roles and Management Functions in Nursing,

Unit V Roles and Functions in Staffing

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DISPLAY 16.7 COMMON PHASES IN MENTORING RELATIONSHIPS

women. A recent study by Rabinowitz et al. (2021) found that women preferred a mentor of the same gender but less often had one. Women also reported having more difficulty finding a mentor than men and cited inability to identify a mentor of the same gender as a contributing factor. Any one attempting to set up a mentoring program must keep in mind that its success will be greatly affected by the extent to which it incorporates gender and cultural factors. So, how does someone select a mentor? This selection typically depends on the goals the mentee wishes to accomplish. The mentor may be a role model and a visionary for the men tee. Mentors may also open doors in the organization, be someone who the mentee can use to bounce ideas off of, or be a supporter or problem solver. The mentor is also often a teacher or counselor, especially in career advice. Sometimes, a mentor is chosen because of that person’s ability to assume an advocacy role. This may mean speaking on behalf of, or in some cases speaking for, the mentee. In extreme cases, mentors can even intervene on behalf of the mentee to resolve conflicts or secure projects, work assignments, or promotions. Just as one would query a potential employer about the benefits of working for an orga nization, the same care must be taken when engaging with someone as a potential mentor. A strong mentor can help shape one’s work style, habits, and communication practices for years to come. Consuming time and effort in finding a mentor may seem unnecessary but failing to take this step and choosing the wrong person for the wrong reason could have long-term ramifications. A mentor, as no other, can instill the values and attitudes that accompany each role. This is because mentors lead by example. A mentor’s strong moral and ethical fiber encourages mentees to think critically and take a stand on ethical dilemmas in the workplace. Becoming a mentor requires committing to a personal relationship. It also requires teaching skills and a genuine interest and belief in the capabilities of others. Coaches Although the terms coach and mentor are often used interchangeably, there is a difference. Coaching is generally thought to be an approach to attain short-term performance goals, whereas mentoring addresses longer-term career goals (Drake, 2021). Davis (2021) agrees, noting that coaching is often performance- and result-driven, typically lasting on a short-term or per-project basis with a specific outcome in mind. Mentors may wait to be asked questions, allowing the mentee to take charge of what they want to know. Conversely, in coaching, the coach often asks questions to provoke the person to make decisions that require action (Drake, 2021). Coaches can also offer solutions or ideas to address problems or conflicts. The coach may suggest the best ways to approach someone, preferred communication styles, and tips to work with someone who may have a challenging personality. Coaching is an important tool for empowering employees, changing behavior, and develop ing a cohesive team. It may, however, be a difficult role for a manager to master. Coaching is one person helping the other to reach an optimum level of performance. The emphasis is always on assisting the employee to recognize greater options, to clarify statements, and to grow. 1. Contemplate whether to begin a mentoring relationship. 2. Initiate contact to ascertain joint desire to participate. 3. Establish/negotiate goals and deadlines. 4. Develop rapport and build trust. 5. Implement mentoring to achieve growth and maintenance. 6. Periodically review progress made. 7. Summarize lessons learned and celebrate the conclusion of the mentoring relationship.