The Developmental and Psychological Foundations of Mentoring

The Handbook of Mentoring at Work: Theory, Research, and Practice, 2008

We don't accomplish anything in this world alone . . . and whatever happens is the result of the whole tapestry of one's life and all the weavings of individual threads from one to another that creates something.

Mentoring that has been studied since the 1950s is a method of mutual learning based on the master-the apprentice relationship aiming for career development and training of inexperienced employees. As a development process, mentoring can be practiced in various ways such as individual or group mentoring and formal or informal mentoring. Most studies on mentoring have shown that conscious practice of mentoring in an organization as part of human resources management policy generates significant benefits for the organization, mentor, and protégés. This study aims to analyze mentoring practices based on an extensive literature review, and historical practices. In this context, the concepts of protégé, mentor, and mentoring are briefly defined, and are theoretically elaborated in their various aspects.

1992

This paper presents a series of propositions concerning processes that are at work in mentoring relationships, with each proposition accompanied by a brief discussion of the theory and research on which it is based. Examples are provided of the role of mentoring in the development of creative individuals. The propositions cover the following parameters: (1) the human capacity to form strong attachments; (2) the unique higher-order psychological functions originating in social interaction in the context of goal-directed daily activities; (3) the activity settings of everyday life that create interaction opportunities for children/novices/proteges; (4) the type of developmentally sensitive interactions in which assistance is provided that permits learners/proteges to perform at higher levels than they are capable of alone; (5) face-to-face collaborative interactions; and (6) the importance of speech and other signs and symbols that work to create intersubjectivity among participants transmitting meaning, values, affect, motivation, and culture. Further sections discuss mentoring as enculturation through which cultural inheritance is passed on in mentoring. An accompanying section describes mentoring processes in creative apprenticeships, including the sociocultural processes in creativa mentorships noting that in collaborative activities, particularly in the zone of proximal development, higher psychological functions emerge and the protege experiences transformation of his own structuring of thought. Sixty-nine references are included. (JB)

Journal of Communication Management, 2000

2011

1998

This document contains six papers exploring contemporary issues in mentoring. "The Practice, Quality, and Cost of Mentoring" (Jean Baldwin Grossman) provides an introduction to and overview of the remaining five papers. "Mentoring Adolescents: What Have We Learned?" (Cynthia L. Sipe) reviews the literature on mentoring, discusses key elements in creating solid mentor-mentee relationships, and explains what is required to be an effective mentor. "Assessing the Effectiveness of Mentoring Programs" (Jean Baldwin Grossman, Amy Johnson) shares the results of a study in which the authors documented that the most effective mentoring relationships are those where mentors seek mentees' input and do not take punitive approaches to mentees. "The Cost of Mentoring" (Douglas L. Fountain, Amy Arbreton) present data demonstrating that one-on-one and group mentoring programs cost an average of

1996

In this paper, the authors view mentorship not as the traditional one-to-one relationship between mentor and mentee, but "from the next scale up" as a large systematic collection of mentor-mentee pairs. This concept, borrowed from the graphic arts and called "macro-mentorship," is adopted as a means for obtaining new insights about traditional mentorship; this new view has a transformational effect on the lives of artists and academics. Three examples of macro-mentorship are discussed: Neo-Impressionist painters, a family of scholars with a shared academic lineage, and a research group organized around a military command framework. Recommendations from analysis of these exemplars include recognizing existing and new mentoring roles, increasing the awareness of one's academic lineage, and participation of mentor and mentee in meaningful joint activity. (Contains 32 references.) (Author/NAV)

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