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ADMINISTRATIVE MENTORING.   Term Paper ID:25406 Click to get this paper

Essay Subject: Definition, theories & models of effective mentoring, innovations, mentor-mentee relationship & roles.... More...

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Paper Abstract: Definition, theories & models of effective mentoring, innovations, mentor-mentee relationship & roles. Paper Introduction: Introduction The purpose of this paper is conduct a review of recent key thoeretical issues associated with administrative mentoring. The review begins with a definition of mentoring and then goes on to look at theoretical issues that are currently being discussed with respect to the process. The review ends with the formulation of conclusions about current theoretical issues in administrative mentoring. Definition of Mentoring What is mentoring? According to Daresh and Playko (1994), the term can be defined as a continuing process wherein individuals within an organization provide support and guidance to others (mentees or proteges) in order to help them become effective contributors to organizational goals. In other words, Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. Thus, it is notknow whether what is a successful program at one school or college willgeneralize to another institution. Luna, G. (1995). These processes are reflected in the mentor's roles of guide,adviser, coach, motivator, facilitator, and role model within a contextualsetting. A planning model for localadministrator mentor program development. In an effort to make this conceptual model more empirically based,Daresh and Playko (1995), conducted telephone interviews and onsiteinterviews with 45 experienced school administrators with mentoringexperience and 1 mentees to determine what precisely mentees must bring tothe mentoring relationship. For example, Loeb (1995) states that the one-on-one relationship thathas traditionally characterized the construct of mentoring is fast becomingobsolete because of the many skills needed by leaders in both business andeducation---so many that no one mentor can really provide the kind of in-depth knowledge and training necessary. ED 4 7573). In this regard, Luna and Cullen (1995) havestated that for the most part mentoring programs in the educational systemare informal and, as a result, there is very little literature that hasanalyzed these programs in an in-depth and systematic way. The new mentoring. The authors state that in the next century, there is going to be agrowing need for a more systematic approach to mentoring in general andadministrative mentoring in particular. Another often used model of administrative mentoring that focus onspecifying or providing a general model of the process is one that viewsmentoring as a component in an overall plan of preparing administrators tobe leaders. In this regard, Kerka (1998) states that many mentees are usingtelementoring services in which mentees are paired with mentors who providethem with advice, guidance and feedback regarding the profession. Fortune, November 27, p. ERIC Digest, 181. And, in this regard, therehas been a little theoretical speculation as to what might constitute aneffective planning model. Erlandson, D.A. ED 381874. It can be concluded that one of the theoretical issues associatedwith administrative mentoring concerns the articulation of a comprehensivemodel of the mentoring process. At the administrative level,this process is viewed as one in which the administrative candidate is, viathe mentoring process and its goals, empowered to fulfill theresponsibilities and obligations of the administrative role. Theoretical Issues and Models An examination of the existing literature on theories of and/ortheoretical issues related to administrative mentoring indicated that thevery recent material was almost entirely devoted to stipulating variousmodels of the basic administrative mentoring process, most of whichconstrued mentoring in terms of an experienced administrator develops arelationship with an administrative candidate for the purposes ofassistance. Toronto, Ontario: Culture Concepts. This means that planned andformalized mentoring programs must be developed; thus, there is a need forevaluative research aimed at determining the outcomes of administrativementoring as well as the various institutional goals and objectives thatare associated with such programs. (1997). A very similar model of the female administrator and administrativementoring (as applied to higher education) is offered by Dietz (1998) whostates that: Women entering the traditionally male environs of higher education senior administration may be thought of as sojourners traveling in a foreign land. A case study of the experiences of two womenwho have achieved the top position in schools in western pennsylvania: Thesuperintendency. (1997). These phases are: (1) initial program planning and development(including forming a mentor planning team and deciding who will bementored); (2) program implementation (involving issues such as identifyingand training mentors, matching mentors with proteges, and developingspecific mentoring skills); (3) program assessment and revision; and (4)future directions (developing additional professional developmentactivities for administrators). (p. Analyses of interview data were said to showthat those responsibilities that mentees must have in order to make theteaching-learning process of mentoring effective were: (1) a basic understanding of the teaching process and the nature ofleadership in general and in effective organizations; (2) good listeningand communication skills; (3) openness and collegiality; and (4) a commitment to the mentoring relationship. For example, in most discussions andresearch on mentoring, feminist theory is often cited as a useful frameworkfor understanding how female administrators become leaders and the barriersthey are confronted with. Inthis regard, mentoring is said to embrace not only the specifics of theprocess but also an overall philosophy about people and how important theyare to educational institutions. New perspectives on mentoring. Leadership itself is seen as a dynamic process thatcan and should be continually enhanced over the administrator's entirecareer. & Cullen, D.L. ED 418 249). Introduction The purpose of this paper is conduct a review of recent keythoeretical issues associated with administrative mentoring. & Playko, M.A. Therefore, from atheoretical perspective, what can be expected in the next century is that agood deal more empirical research is going to be conducted onadministrative mentoring and that theories are going to be re-constructedand refined based on these studies. & Playko, M.A. According to Kerka (1997), one theoretical explanation for mentoredlearning is centered around the fact that learning is a sociallyconstructed experience which is most effective when situated in a contextin which new knowledge and skills will be used and individuals constructmeaning for themselves but within the context of interaction with others. Kerka, S. Or, if they are not deniedmentoring, it is noted that the commonly, the programs that they are givenare those that have been structured for males, causing women to undergo acertain adaptative process in order to achieve maximal results andlearning. The foregoing is illustrated in a study conducted by Brancato (1997)of the experiences of women administrators in becoming leaders, includingtheir mentoring experiences. Thus, not does theory in administrativementoring operate to specify models of the specific process or processesinvolved in administrative mentoring, it also addressed the planning,construction and implementation of school and/or school district mentoringprograms. These conclusions are: 1. 378 . Dissertation Abstracts International, A-59(1), p. It is also notedthat mentoring is the best way to offer these role models to administrativecandidates because mentoring builds close relationships and there is a needfor closeness between the role model and the administrator in order forvisionary leadership to be effectively learned. Women in higher education administration: Acultural approach. (1995). (1997). Training, 32(8),64-67. Haney, A. According to Daresh and Playko (1994), the termcan be defined as a continuing process wherein individuals within anorganization provide support and guidance to others (mentees or proteges)in order to help them become effective contributors to organizationalgoals. (1994). The role of mentorship in the workplace. For example, according to Cringan (1997), the key leadership needwhich mentoring programs must fulfill for administrators, especiallyelementary school administrators, is to teach them how to exert visionaryleadership. On the other hand, Erlandson and Zellner (1997) also characterize thebasic purpose of administrative mentoring in terms of building leadershipskills. With respect to the foregoing, Daresh and Playko (1994) havediscussed planning models, noting that models must include some provisionthat allows a particular school and or school district to have a model thatis best suited to its specific administrative mentoring goals and needs. One interesting aspect related to theoretical models ofadministrative mentoring is that, increasingly, mentoring models offered tofemale administrative candidates contain some degree of provision forgender-based challenges and issues. (Paper presented at the AnnualMeeting of the American Association of School Administrators (SanFrancisco, CA.)) ERIC Document Reproduction Service No. The review ends with the formulation of conclusions about currenttheoretical issues in administrative mentoring. It should be noted herethat, within these leadership-oriented models, authors can and do differ interms of which leadership skills their conceptual models assert to be mostimportant with respect to mentoring outcome. Functioning as experts, mentors provide authentic, experientiallearning opportunities as well as an intense interpersonal relationshipthrough which social learning takes place. ED 399888).----------------------- 15 In particular, Loeb (1995) recommends that individuals manage theirown career development with the help of a "board of advisors"--characterized as multiple mentors within and outside of their organizationswho can provide a wide range of expertise and advice about both specificorganizational politics and culture as well as broader trends in aprofession or field. Dissertation Abstracts International, A-58(1 ), p. Based on these findings, the authors suggested that mentoring can bemaximized if training is provided to mentees before they begin a mentoringpartnership, training that helps them to improve their communication skillsand inspires them to become more committed to the mentoring process theyare about to participate in. One point that can be noted of the discussion of administrativementoring presented by various models is that, in almost every case, it hasbeen taken as a given that mentoring is a one-on-one relationship.However, in some of the more radical and new models of administrativementoring, this idea has been discarded. (1995). However, anothertheoretical issue concerning administrative mentoring consists of modelsattempting to explain how a mentor actually contributes to the learning ofa mentee. 2919. Kerka, S. Cringan (1997) emphasizes mentoring as a means of building visionaryleadership because his model asserts that visionary leadership cannot bedeveloped without purposeful interaction with role models. In summary then, Daresh and Playko's (1995) conceptual model ofmentoring is that it is a teaching-learning process like any othereducational activity; however, in this case, the students (mentees) areexpected to have certain skills and talents which they bring to theinstructional relationship in order for the process to be effective. Columbus: ERIC Clearinghouse of Adult, Careerand Vocational Education. With respect to current models of administrative mentoring, it can benoted that while they clearly contain elements central to careerdevelopment and advancement in organizations and institutions, most areaimed at providing a comprehensive understanding of the nature of theprocess.For example, Daresh and Playko (1995) argue that mentoring is ateaching-learning process. (ERIC Document Reproduction Service No. (1997). Definition of Mentoring What is mentoring? (1997). Nostrategies, however, are offered for what the administrative candidatefinding herself or himself in this position should do. These modelspostulate that the mentee utilize technological strategies (e-mail,teleconferencing, internet resources) in order to search for mentors. (1995). Kerkaalso reports that mentors and proteges are often connected via electronicmail or videoconferrencing. This is aframework in which an experienced person in a given organization providessupport, guidance, advise to an inexperienced person the organization forone or more purposes. Gunn, E. (Paper presented at theAnnual Meeting of the University Council for Educational Administration(Orlando, FL)) ERIC Document Reproduction Service No. Inthe model provided by the authors, they offer a mentoring planning anddevelopment model which is composed of four discrete phases. Thus, it is not so much the school district/schoolthat provides mentors as it is the responsibility of the mentee to makesure that he or she findings a wide variety of people who will serve asmentors. In other words, the central assertion here is that, unlikeDaresh and Playko's (1995) assertion of mentoring as a simple teaching andlearning process, administrative mentoring is a process which isspecifically designed to build leadership skill. As applied to the modern day setting,however, this model is focused on specifying a basic paradigm ofadministrative career advancement within the educational system'sorganizational and institutional hierarchies. In this regard, mentoring has beentheoretically characterized as a process of leadership instruction, ateaching-learning process, and a socialization process with thesocialization model said to be most applicable to female administrators. Experts, Kerka (1997) states, facilitate learning by modeling problem-solving strategies, guiding learners in approximating the strategies whilelearners articulate their thought processes. References Brancato, B.A. Dissertation Abstracts International, A-58(8), p. Constructivism, workplace learning, and vocationaleducation. (ERIC Document Reproduction Service No. 32)The mentoring process is characterized by Dietz (1998) as one in whichwomen are often denied mentoring altogether. Mentoring: The democratic version. It is also stated that the results of the study indicated thatmentoring may not fit the learning styles and needs of all individuals. In this regard, it was noted that the only wayto fully understand the general or the mentoring process specifically wasto think of administrative leadership development for females as part of alarger socialization process; and, as such, feminist theory was said to beappropriate to delineating and discussing the mentoring process. Daresh, J.C. According toKerka (1998), the traditional conceptual model of mentoring is one in whichan apprentice learns from a master. ERIC Digest, 194.(ERIC Document Reproduction Service No. In M.C.Taylor (ed.) Workplace education. 2. ED 414 655. 32. & Zellner, L.J. Related to this broad organizational perspective of mentoring is adefinition provided by Haney (1997) who characterizes mentoring as arelationship between an experienced organizational member and aninexperienced one in which the experienced person attempts to help theinexperienced employee learn about the organizational culture. The reviewbegins with a definition of mentoring and then goes on to look attheoretical issues that are currently being discussed with respect to theprocess. Conclusions Based on the material presented in this review, several conclusionscan be formulated concerning administrative mentoring and relatedtheoretical models and issues. They go on to state that in order for thisprocess to be effective, not only must the mentor be knowledgeableregarding those responsibilities he or she is charged with, but alsomentees (sometimes called proteges) must understand what is expected ofthem. Here visionary leadership is defined in terms of theadministrator's ability to visualize realistic future goals for the schooland to express these goals to subordinates in a way that inspires them towork toward their fulfillment. Daresh, J.C. Loeb suggests a new paradigm, onethat is far less identified with any given organization or institution, orwith one mentor, one mentee notions. Cringan, G.A. Some theorists have discussed the role of administrative mentoring inthe twenty-first century. However, the authors' definition of those leadership skills thatmentoring must emphasize consist of helping mentees to learn all of theleadership resources available to the administrative and how to effectiveutilize these resources toward the goal of enhancing the school as acommunity of learners. Visionary leadership and elementary schoolprincipals. 3. What might be noted about the foregoing models is that, despite theirdifferences in characterizing the administrative mentoring process, theyassert that it is the educational system that must plan, develop andimplement administrative mentoring programs. Empowering the faculty: Mentoringredirected and renewed. Indeed, it is only on the basis of thisevaluative research that valid and appropriate theoretical models of theprocess and related matters will be fully developed. 213. Experts coach learners withappropriate scaffolds or aids, gradually decreasing assistance as learnersinternalize the process and construct their own knowledge andunderstanding (ibid.). Usually, these purposes include helping theinexperienced organizational person to become an effective contributor tothe organization and/or improve his/her career development and growthand/or facilitate organizational integration. Today's modelsview mentoring as multiple relationships which are, to a great extent, notdeveloped by the educational system so much as by the mentee. In other words, the term is generic, involves a helping relationshipto achieve organizational goals, and can be applied to basically allorganizations, agencies and institutions. It can be concluded that a very recent theoreticalcharacterization of the mentoring process has been one that has,essentially, stripped the traditional paradigm of its basic core, namelythe idea that mentoring involves a one-on-one relationship. Narrowing this general definition down to educational institutionsand to mentoring as it applies to administrators, Luna and Cullen (1995)have referred to mentoring as a process of empowerment in general and notedthat with respect to administrators, it can be considered a process ofempowerment for leadership in which an experienced administrator supports,guides and helps the administrator candidate to learn the variousresponsibilities and duties associated with the administrative role. Cringan also feels thatadministrator candidates should receive other professional developmenttraining but states that these activities should not supplant the mentoringrole so much as support it. Inother words, a given administrative candidate's cognitive and or affectivestyle of acquiring information may not be suited to learning through thedevelopment of a relationship with a more experienced administrator. So far, the discussion of mentoring has focused on looking attheoretical models that postulate the mechanics and processes of mentoringand/or models of how to plan mentoring programs. On the otherhand, Gunn (1995) reserves the role of mentoring to a experienced employee-inexperienced employee relationship that facilitates the organizationalintegration and career growth and development of those employees who havetraditionally been hampered by organizational barriers (e.g., women andminorities). Dietz, L.T.D. ED 368 36. Most of the very current models of administrative mentoring can beseen as refinements or variants of the traditional model. Loeb, M. As to the strategies that are to be used by mentees in search ofmultiple mentors, Kerka states that most of those which have been offeredincorporate technology; that is, some mentoring models have goneelectronic. (1998). Leadership laboratories:Professional development for the 21st century. (1997). Mentoring in educationalleadership development: What are the responsibilities of the proteges?(Paper presented at the Annual Meeting of the American EducationalResearch Association (San Francisco, April 18-22)) ERIC DocumentReproduction Service No. It can be concluded that as applied to the educational setting inparticular and to administration specifically, mentoring is a particularapplication of a larger organizational mentoring framework. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.