3. We make a living by what we
get.
We make a life by what we
give.
- Winston Churchill
4. Odysseus while embarking on his
voyage to fight the Trojan war,
entrusted his son Telemachus to a
teacher called Mentor.
The term ‘Mentor’ comes from this
name.
5. A mentor is a motivator, counselor,
supporter, leader, change agent,
guide, pathfinder, inspirer, coach and
advisor all rolled into one and more.
Mentoring is a relationship between a
mentor and protégé that aims at
providing focus and intensive self-
development, career guidance, and
general assistance in an atmosphere of
trust and confidence
6. Overview
ΨAreas of Mentoring
ΨTypes of Mentoring
ΨSuggested model
ΨThe single most important
element in the mentoring process
ΨE mentoring
ΨTraining Mentors
ΨMentor compensation
7. 1. Areas of Mentoring
Ψ Professional/career
oriented
Ψ Personality
Development
related
Ψ Academic
Ψ Dealing with
interpersonal issues
and problems
8. 2. Types of Mentoring
ΨNatural
Mentoring
ΨPlanned
Mentoring
9. Natural Mentoring
ΨIt occurs through friendship,
teaching, collegiality, coaching
and counseling. Mentoring goes
on in Class rooms, Extension
activities, Sports and so on.
10. Planned/Formal Mentoring
It occurs through structured
programs in which mentors and
protégés are selected and matched
through a formal process.
12. Suggested model .
ΨIDENTIFICATION.
The orientation program for the
incoming students can be a little
more elaborate where the
mentoring needs of each student
can be identified. This will help in
proper mentor-protégé matching.
13. Pre-admission study of the student
will enable the managers to
categorize the students. The
student profile is initiated at this
stage.
Some psychological/aptitude tests
are also conducted if necessary. In
addition to this, the available pool
of motivated and trained mentors
is also checked at this stage
14. Suggested model
Ψ ASSIGNING OF THE MENTORS.
The whole body of students will be divided
in to groups of equal size in
correspondence with the available pool
of lecturer-mentors.
Each mentor is assigned students from all
classes. This will foster student-student
interaction (“buddy system”) between
the protégés under the care of the same
mentor
15. It is also profitable to classify the
students in to groups such as
1. Premium, 2. Average,
3. Challenged, and see that each
mentor gets a comparable
number of students from each
group
16. Suggested model.
Ψ PROCESS.
Weekly or fortnightly meetings in a formal
setting are planned according to a
structured schedule. Initially the mentors
formally guide the protégés, gradually
the protégés feel encouraged to meet
the mentors on their own initiative, or
even fix meetings among themselves,
under the supervision of the mentor
17. The protégés under each mentor
selects a leader from among
themselves on rotation. The whole
team will work as one entity with a
name, motto, vision and objectives
18. Suggested model .
ΨANTICIPATED OUTCOME.
The protégés will get individual
attention of the mentor. The mentor
may invite other facilitators to the
group for guidance. Inputs are
given for improving of the soft skills.
19. Academic mentoring aiming at
trouble shooting in areas of
learning, attendance and
examinations will be a constant
feature of the mentor-protégé
meetings.
Marks and attendance records of
the protégés are made available
to the mentors.
20. Suggested model .
Ψ NURTURE.
Talents have to be identified and more
importantly nurtured. It requires high
level of involvement. The mentor has to
provide adequate challenges to his
protégés.
21. Suggested model.
ΨMONITORING and ASSESSMENT.
An apex body constantly monitors
the mentor-protégé activities and
dynamics, mainly through the inputs
recorded in the protégé record
book. The mentors are responsible in
submitting notes whenever
necessary to the apex body
22. Suggested model.
ΨSMOOTH TRANSITION OF SYSTEMATIC
MENTORING INTO PROCESS
MENTORNG.
In systematic mentoring the roles and
schedules are specified; mentoring
is useful, but not central to learning
or development; meetings are
occasional and structured; the
focus is short term and action
centered.
23. In contrast, Process mentoring
leaves the roles open subject to
negotiation over time; mentoring is
central to learning and development,
the contacts are regular and
spontaneous, the relationships are
long term and personal.
24. 4. Most Important Element
Ψ The single
most important
element of the
whole system
is
the Mentor
25. The Mentor
Ψ 1. A mentor should not be forced into a
mentoring role. A reluctant mentor is
worse than no mentor.
Ψ 2. A mentor should be a role model with
a decent level of integrity and values.
Ψ 3. He must inspire his protégé towards
an all round development with constant
measures of building confidence and
trust. He must be approachable.
26. The Mentor
Ψ 4. He must be a good listener and be
loyal. He must constantly overcome the
temptation of exploiting the confidence
placed on him by his protégé. He should
not take undue advantage of the trust he
enjoys with his protégé. A mentor should
not be a “tormentor.”
Ψ 5. The students should be able to see
that their mentor is going out of his way to
help them.
28. 6. Training of Mentors.
Ψ1. This involves entrusting 5 potential
mentors to a trainer (a senior teacher)
over a period of time.
Ψ2. Allow them to plan their own
informal training/orientation sessions.
Ψ3. A mentoring training manual may
be made available to the trainers in
CD or printed page format.
”The Cascade Model”
29. 7. Mentor Compensation
Ψ The Mentor is more
than compensated
on seeing his protégé
doing well in college
and later in life.
Ψ He also enjoys life
long respect and
gratitude from his
protégé in terms of
lasting relationships
and appreciation
30. Mentor Compensation
Ψ However, the efforts and
time invested by the
mentors can be duly
recognized by means of
events like special dinners,
role of honor on special
occasions, presentation of
special ties or pins,
invitations to seminars on
mentoring, distribution of
books and other materials
on Mentoring and so on.
31. Behind every successful person,
there is one elementary truth.
Somewhere, someone, in some
way cared about his growth and
development- Donald Miller
32. “A mentor is like a tattoo,
it stays with you forever”
