Mentoring Relationship Assessment

Part 1: An introductory page

Mentoring is a process of counseling an individual or a group of people. Thus, it gives a person the chance to share their experiences, personal and professional skills. In the process, resulting in development and growth since, it is a relationship that is one-to-one between a less and a more experienced person.

A: Evidence of a signed mentoring agreement between you (the mentor) and your mentee.

B: Introduction and evidence of the subject you are mentoring.

Mentoring a family member to quit smoking can be challenging. Any family member is crucial in the family. Thus, it is the responsibility of the members to ensure that they are all at their level best in order to positively progress. Hence, counseling is important.  Smoking is a hazardous habit which should be eliminated as it results in side effects like lung cancer, discoloration of teeth due to tar, bad smell, and breath, neglect of responsibilities, misuse of funds and resources, results to burdening of family members in case one succumbs to sickness, underdevelopment and stagnation in the family as funds are channeled in a wrong place and purpose and the general neglect of oneself among others. Thus, there is need to guide a family member who is an addict to help him quit smoking.

C: Provide an understanding of the role of mentor.

A mentor is an individual who is wise and can be trusted so as to counsel and give direction pertaining a given issue to a less experienced person, by modeling behaviors that are positive and building trust. His or her roles include: motivator, responsible for provision of encouragement and sufficient support for persistence in one’s life; tutor, as he facilitates the process of learning and impacting of experience; evaluator since he assesses the progress of the mentee; collaborator, as he is tuned to the needs of the mentee and a counselor, because he offers solutions to the problems being experienced by the mentee by providing guidance among others (Ragins & McFarlin, 2014).

D: Provide an understanding of the role of the mentee.

A mentee is a person being counseled. Thus, his roles include: cooperate, willingness and ability to work as a team player; patience; be eager to learn and ready to admit; be a risk taker; cultivate and have a positive attitude (Rishel, 2013).

First meeting: 7/7/2017; 2:00pm; at the mentee’s home; introduction, opening up and sharing experiences.

Second meeting: 10/7/2017; 4:00pm; at the mentor’s office; a brief view of smoking, its causes, and effects.

Third meeting: 15/7/2017; 11:00am; in a restaurant; how to curb and quit smoking, self-awareness, and esteem.

A: Explain what the term SMART stands for when designing goals.

Smart stands for specific, precise target of a given area with the aim of improvement; measurable, quantifiable by suggesting an indicator for progress; attainable, the goal should be achieved or met; realistic, genuine goals that are achievable given the available resources and time bound, state when to begin and to end a given goal by specifying the time results should be achieved (Smart, 2010).

Part 2: Evidence of a minimum of 3 meetings

B: Develop individual goals for both you as the mentor and the mentee.  These goals must be in the SMART format.

Specific, to ensure that the mentee quits smoking.  Measurable, to make sure that the mentee reduces the rate of smoking.  Attainable, to ensure that the counseling section is effective to the mentee. Realistic, to ensure that the mentee is transformed.  Time-bound, to ensure that within a period of one year, the mentee leaves smoking.

A: Discuss potential benefits and pitfalls that may develop between a mentor and a mentee during a mentoring relationship.

Benefits include the creation of a relationship between both parties; ability to learn new experiences; understanding one another; impact the sense of responsibility and the general positive transformation of one’s life. Whereas pitfalls include: arousal of personal insecurity; fear of responsibility; expression of a negative attitude towards counseling and the general difficulty to change from being an addict to a sober person (Huxhold & Lackey, 2016).

B: Provide a discussion on this mentoring relationship – including the progress made and the benefits and pitfalls that were encountered.

Furthermore, the progress so far has been successful as the mentee’s life has been redeemed.  Therefore, this co-mentorship has been profitable as the mentor was able to know more about his family member, the problems faced, and finding solutions to them thereby, helping him to become a better person. However, the process was challenging as the mentee felt insecure, did not show the willingness to change at first, showed reluctance to embracing responsibilities and the general feeling of negativity towards change.

Discuss the benefits of providing constructive feedback to a mentee.

The mentee is able to realize himself and changes to become a better person in the society. It also creates trust between the mentor and mentee as a friendly environment is easily created, thus, making the relationship to thrive and yield positive results (Trempe, 2012).

Describe 2 styles of communication you utilized throughout this relationship.

Submissive style entails compliance and pleasing others in order to avoid conflicts. Thus, other people contribute and have more rights, and their needs are prioritized.

Assertive style involves communication of high self-esteem without resorting to manipulation or games as one knows their limits (De Vries, Bakker-Pieper, Konings & Schouten, 2011).

Describe how you listened supportively to your mentee.

Nonetheless, the mentor listened carefully and supportively to the mentee by giving him humble time to open up. Also, asking him to contribute to the various issues they were tackling.

Discuss and give 2 examples of non-verbal communication that you utilized in this mentoring relationship

Visual entails the use of body language to convey a certain message.  For instance, at the end of the mentorship, the mentee was able to maintain eye contact, thus, implying that he had gained some new experience and was ready to change.

Paralanguage includes voice rating through the pitch, quality, speaking style, and volume. For example, the mentor and the mentee were able to understand each other as communication was effective as they used the right paralanguage.

References

De Vries, R., Bakker-Pieper, A., Konings, F. and Schouten, B. (2011). The Communication Styles Inventory (CSI). Communication Research, [online] 40(4), pp.506-532. Available at: https://dx.doi.org/10.1177/0093650211413571 [Accessed 15 Aug. 2017].

Huxhold, D. and Lackey, L. (2016). Exhibiting co-mentorship: An exploration of a mentor/mentee relationship in academe. Visual Inquiry, [online] 5(3), pp.329-336. Available at: https://dx.doi.org/10.1386/vi.5.3.329_1 [Accessed 15 Aug. 2017].

Ragins, B. and McFarlin, D. (2014). Mentor Roles: An Investigation of Cross-Gender Mentoring Relationships. Academy of Management Proceedings, [online] 1989(1), pp.58-62. Available at: https://dx.doi.org/10.5465/ambpp.1989.4977937 [Accessed 15 Aug. 2017].

Rishel, T. (2013). Rethinking the roles of mentor and mentee in the context of student suicide. Mentoring & Tutoring: Partnership in Learning, [online] 14(2), pp.207-226. Available at: https://dx.doi.org/10.1080/13611260500493626 [Accessed 15 Aug. 2017].

Trempe, J. (2012). Providing constructive feedback. Biochemical Education, [online] 20(3), pp.184-185. Available at: https://dx.doi.org/10.1016/0307-4412 (92)90077-y [Accessed 15 Aug. 2017].

Smart, R. (2010). The Goals and Definitions of International Education: An Agenda for Discussion. International Studies Quarterly, [online] 15(4), p.442. Available at: https://dx.doi.org/10.2307/3013579 [Accessed 15 Aug. 2017].

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