Mentorship
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{{Redirect|Protégé}}
'''Mentorship''' refers to a developmental relationship between a more experienced '''mentor''' and a less experienced partner referred to as a '''protégé'''—a person guided and protected by a more prominent person.
==Historical==
The roots of the practice are lost in antiquity. The word itself was inspired by the character of [[Mentor]] in [[Homer]]'s [[Odyssey]]. Though the actual Mentor in the story is a somewhat ineffective old man, the goddess [[Athena]] takes on his appearance in order to guide young [[Telemachus]] in his time of difficulty.
Historically significant systems of mentorship include traditional [[Pederasty in ancient Greece|Greek pederasty]], the [[Guru-shishya tradition|guru - disciple tradition]] practiced in [[Hinduism]] and [[Buddhism]], the [[disciple]]ship system practiced by [[Rabbi]]nical [[Judaism]] and the [[Christianity|Christian]] church, and [[apprentice|apprenticing]] under the medieval [[guild]] system.
Famous mentor-protégé pairs include:
*[[Socrates]] and [[Plato]]
*[[Plato]] and [[Aristotle]]
*[[Aristotle]] and [[Alexander the Great]]
*[[Paul of Tarsus]] and [[Timothy]]
==Typology==
There are two types of mentoring relationships: formal and informal. Informal relationships develop on their own between partners. Formal mentoring, on the other hand, refers to assigned relationships, often associated with organizational '''mentoring programs''' designed to promote [[employee development]] or at-risk children and youth.
In well-designed formal mentoring programs, there are program goals, schedules, training (for mentors and mentees), and evaluation. Mentors inspire their mentee to follow their dreams.
There are many kinds of mentoring relationships—from school- or community-based relationships to e-mentoring relationships.
In 1990, [[MENTOR]] created [http://www.mentoring.org/find_resources/elements_of_effective_practice ''The Elements of Effective Practice''], a tool for state and local mentoring organizations matching mentors and youth mentees in formal mentoring relationships of all kinds. Revised and updated several years later with a companion toolkit, ''The Elements'' guidebook reflects the latest in mentoring research, policies, and practices.
== New-hire mentorship ==
For example, in some programs, newcomers to the organization (protégés) are paired with more experienced people ([[mentor]]s) in order to obtain information, good examples, and advice as they advance. It is considered that new employees who are paired with a mentor are twice as likely to remain in their job than those who do not get mentorship.<ref>{{cite book | last = Kaye | first = Beverly | authorlink = | coauthors = Jordan-Evans, Sharon| title = Love 'Em or Lose Em: Getting Good People to Stay| publisher = Berrett-Koehler Publishers, Inc | date = 2005 | location = San Francisco | page = 117 | id = ISBN 13: 978-1-57675-327-9 }} </ref>
== High-potential mentorship ==
In other cases, mentoring is used to groom up-and-coming employees deemed to have the potential to move up into [[leadership]] roles. Here the employee (protégé) is paired with a senior level leader (or leaders) for a series of [[career]]-[[coaching]] interactions. A similar method of high-potential mentoring is to place the employee in a series of jobs in disparate areas of an organization, all for small periods of time, in anticipation of learning the organization's structure, culture, and methods.
A mentor does not have to be a manager or supervisor to facilitate the process.
==See also==
*[[MENTOR]]
*[[National Mentoring Month]]
*[[Boys & Girls Clubs of America]]
*[[Big Brothers Big Sisters of America]]
*[[Youth mentoring]]
*[[International Mentoring Network]]
*[[New Teacher Center]]
==References==
{{reflist}}
==External links==
* [http://www.amitie.it/maitre MAITRE project 2004-2007]
* [http://www.empire-leonardo.org EMPIRE project 2007-2009]
==Further reading==
*Alliance for Excellent Education. (2005) ''Tapping the potential: Retaining and developing high-quality new teachers.'' Washington, DC: Alliance for Excellent Education.
*Boreen, J., Johnson, M. K., Niday, D., & Potts, J. (2000). ''Mentoring beginning teachers: guiding, reflecting, coaching.'' York, Maine: Stenhouse Publishers.
*Carger, C.L. (1996). The two Bills: Reflecting on the gift of mentorship. ''Peabody Journal of Education'', 71(1), 22-29.
*Cheng, M. & Brown, R. (1992). A two-year evaluation of the peer support pilot project. Evaluation/Feasibility Report, Toronto Board of Education. ED 356 204.
*Clinard, L. M. & Ariav, T. (1998). What mentoring does for mentors: A cross-cultural perspective. ''European Journal of Teacher Education'', 21(1), 91-108.
*Cox, M.D. (1997). Walking the tightrope: The role of mentoring in developing educators as professionals, in Mullen, C.A.. In M.D. Cox, C.K. Boettcher, & D.S. Adoue (Eds.), ''Breaking the circle of one: Redefining mentorship in the lives and writings of educators.'' New York: Peter Lang.
*Daloz, L. A. (1999). ''Mentor: Guiding the journey of adult learners.'' San Francisco: Jossey-Bass.
*Kram, K. E. (1985). ''Mentoring at work: Developmental relationships in organizational life.'' Glenview, IL: Scott, Foresman.
*Huang, Chungliang and Jerry Lynch (1995), ''Mentoring - The TAO of Giving and Receiving Wisdom,'' Harper, San Francisco.
*Scherer, Marge (ed.). (1999) ''A better beginning: Supporting and mentoring new teachers.'' Alexandria, Virginia: Association for Supervision and Curriculum Development.
*[http://www.dau.mil/pubs/dam/07_08_2006/war_ja06.pdf Project Blue Lynx], by Dan Ward. A journal article published by Defense Acquisition University, exploring an innovative approach to mentoring.
{{Wiktionary}}
[[Category:Management]]
[[Category:Organizational studies and human resource management]]
[[Category:Alternative education]]
[[Category:Non-profit organizations based in the United States]]
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