Dear everyone,
I appreciate Philipa, Sarah, Alana, Kerry, and all to post insightful and
interesting messages in this section.
I think there are some key concepts/words in mentoring and coaching research
and implementing; vulnerable/vulnerability, control, relationship,
context(there may be more key concepts).
As I said, mentoring and coaching is complementary, and in specific
situation mentoring sometimes plays the role of coaching, the function of
mentoring depends on context-specific, and the opposite is true. So I think
it is very difficult to classify mentoring and coaching on a conceptual
basis, ie in Sarah's comment non-directional coaching overlaps mentoring.
This means the relationship between mentor and mentee is informal pre se,
and a mentor does not assess a metee, of course a mentor evaluates a
mentee's activities and looks at what to do next time(he/she does a
formative evaluation).
However, as mentoring has proved to be effective for professoinal
development, mentoring has been introduced to the company, school, and other
organization as the insitution and formaly. Consequently, I think many
mentor programmes have been developed, and relationship,control, and so on
become a problem in mentoring, I think.
If so, mentoring seems to be most effective when the organaization(school,
company, etc.) generates mentor relationship autogeneously( I do not know if
it is a relevant word). In this time, members involved in this
oraganisatin(including out-side members, ie academic staff) should recognise
their own vulnerability among one another, and then the possibility that
they form the mentor-mentee relationship spontaneously would be increasing.
I raise new questions. Who manages/ facilitates for members to form
relationship spontaneously in schools? And What ability is required to the
manager/facilitator in schools?
Warmest regards
|