Mentoring new employees in an organization

Résumé du document

When joining an organization, new employees have to face the harsh environment of the business world and its complex occupational requirements. These employees need a person who is willing to show them how a business works, and help them develop the skills and competencies necessary to excel in their jobs. To each employee is assigned, a mentor, a person who guides them and teaches them, what they need to know about the organization and its functions.

Extraits

[...] Retrieved April from http://www. jstor.org Hendricks, W. et al.(1996). Coaching, Mentoring and Managing. USA: Book- mart Press. Menggison, D., & Clutterbuck, D. (1995). Mentoring in Acrion: A Practical Guide for Managers. London: Kogan Page. Ragins, B.R., Cotton, J.L., Miller, J.S. (2000). Marginal Mentoring: The Effects of Type of Mentor, Quality of Relationship, and Program Design on Work and Career Attitudes. [Electronic version]. [...]

[...] Their third approach was that mentoring is an opportunity for employees to learn, as well as to recreate their profession. Megginson and Clutterbuck (1995) identified four steps for the mentoring process: establishing rapport or the initiation step, direction setting and goal establishment, process making and establishment, and finally the finalizing processes or the moving on. The focus of the mentoring process may consist on the exploration of the organizational strategy and process, the clarification of the protégé's role, focusing on a specific task or project, focusing on a particular skill that has to be developed, or the identification of development needs and career direction. [...]

[...] The Academy of Management Journal, 1177-1194. Retrieved April from http://www.jstor.org Turban, D.B., Dougherty, T.W. (1994). Role of Protégé Personality in Receipt of Mentoring and Career Success. [Electronic version]. The Academy of Management Journal, 688-702. Retrieved April from http://www.jstor.org Wright, C.A., Wright, S.D. (1987). The Role of Mentors in the Career Development of Young Professionals. [Electronic version]. Family Relations, 204-208. [...]

[...] Hendricks (1996) identified six basic ways people think that the mentor should be aware of: Authority driven way: the mentor has to give specific directions from authority Deductive thinker: information have to be logical, allowing the mentee understand through deductive reasoning. Sensory thinker: mentees have to see, hear, and touch to learn. Emotional thinker: this kind of learners understands information through emotions and feeling good about the job. Intuitive thinker: assimilate information by intuition. Scientific thinker: this kind of people has to test, try, and experiment to assimilate information. [...]

[...] Mentoring has also benefits on the mentor himself. According to Wright and Wright (1987), protégés can rejuvenate the mentor's career with their enthusiasm. When protégés are active and productive, the reputation of the mentor is enhanced. He/she is viewed by the rest of the organization as a good leader, and therefore gains more respect from his/her peers. Mentoring can also be counterproductive for both the mentor and the mentee. As said by Wright and Wright (1987), “some mentors may try to live through the protégé's accomplishments or attempt to mold the protégé into his/her own image, which is counterproductive to the facilitating role of the mentor,” (p.206). [...]