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Managing people through mentorship

People always form a critical part of any given organization. They form the basis of the given organization’s existence. It is the people who are the epitome of the firm that is under whatever kind of scrutiny. They give the firm life as well as allow it to be what it should be-an organization-which alludes to the conglomeration of various components to from a big one. Being a formation of variedly faceted individuals it goes without saying that the bottom line is a diverse environment. This requires quite a great deal of understanding as well as tolerance (Frey and Noller, 1986). The level to which a person can appreciate and even ascertain for sure what they want will definitely be extrapolated whenever the need of dealing with a diverse team comes up.
All the people that are spoken of here need to be managed in the best way possible so as to allow for an ample flow of information as well as to promote the realization of the best results from them. It is true that when the very people are made to feel appreciated, no matter the returns, they shall definitely perform to the best of their abilities and this aids the firm to propel to the highest level. Thus, the fact that these people do gather together means they have a common goal which needs to be realized. This is pursued by all of them in the best way possible. The end result is such that there is a limit to what is to be realized pegged on the performance of the members of the organization. When well structured and instituted it is very possible that everyone will be smiling their way through as they get to realize their ultimate objectives of being within the firm (Skiffington and Zeus, 2003).
The role of managing people and ultimately showing them what is expected of them is not an easy one. Many a times there is a whole department that centers on the very complex issues reality to the human resource of the firm. This department usually comes up with the requirements for recruitment and the procedures so related. They ultimately come up with the staffing platform, remuneration of the staff members, their motivation, their discipline and even code of conduct. In case any member of staff is spotted for having misconstrued with the code of conduct of the firm, the department comes in very handy. All the issues that relate to the progress of the workers within any reasonable firm are handled by the human resource department. Truly speaking this role is never easy at all. The staff members in this docket are ever on the move and they can never settle down without being destructed by an emerging need.
Thus, to manage the people within the firm, being as central as it is, should be handled with the greatest level of care and seriousness. Whenever there are members who seem not to perform, they could be leveled up with a proper mentorship scope which allows for a direct assessment of the worker(s) in question (Frey and Noller, 1986). Their evaluations are continually done so as to ensure that they are on track. Majorly what is desired is having the members of staff choose for themselves who is to be their mentor. Instead, most organizations assign directly on who will mentor who. This being the case, there needs to be a clear understanding of how the mentorship program runs and how it is best realized. The paper shall therefore come up with a clear appreciation of how best to realize the goal of having the members of staff best managed and led through mentorship. Thus, mentorship as a skill of effective management shall be well tackled to ensure that there is a way forward that is critically ascertained and best appreciated (Nangalia, 2009). In the course of the discussion, there shall be an elaborate discourse into the actual case scenario of a teaching. In this matter, there is the need to mentor yet bound by various challenges most of whom are cultural as well as willingness barriers. These barriers shall be highlighted and the best course of action for a better result shall be reached. The discussion shall ably come up with a better way of managing the people who form the pinnacle for the organization’s being.
The paper shall formulate a clear appreciation of the mode of leadership that is to be universally taken up. In this quest, the mentorship premise shall be well assessed. All the possible methodologies that need to be highlighted in this line of thought shall be well articulated for a clear pathway of clarity. In the long run, one of the most desirable modes of operation shall be recommended by the end of this expeditious discussion. A conclusion shall be formulated based on the findings of the discussion and the end result is that of having the best way to ascertain the methodology of preference. This is largely in tandem with what is looked at as well as analyzed. This conclusion shall be readily followed up by recommendations of what could be done to ensure that the already adopted methodology is not rendered useless but instead that it is found to be most pleasing and acceptable.
Definition of key terms


This is the art and science of handling issues at the work place in the best way possible to ensure that leadership is effectively availed to the members of the organizational staff. It is fundamentally aimed at providing the five basic functional roles namely: staffing, leading, controlling, planning and organizing (also called coordinating). These roles when well disseminated result in the desired outcome of seeing a better firm since there shall be both effective and efficient delivery of services.


This is a leadership aspect in which one individual, usually called the mentor, offers counsel and wise advice to another, usually called the mentee. This scope of operation is one that usually results in functional relationships at any place of work as relayed by Gibb (2003). In the case at hand, the mentor is the teacher while the mentees shall be the two teaching assistants. The relationship in mentorship is one of trust and respect for each other, especially form the mentee towards the mentor. Mentorship as function attains various functions including training, setting an example that can be emulated, providing correction, setting the standards and definitely offering room for growth. All these are stuffed up in the not-so-common mode of management that is apparently very effective at all times.
Literature review
Whenever an organization is mentioned, there are the ready notations of a people gathered together for a noble task of realizing a given goal and objective. This in itself confirms a lot of things that always wanton undue remarks in the long run. The organization cannot be without people. These people cannot be effectively productive without a structure of hierarchy. This structure to a large extent ensures that there is a ready solution to all the rudiments of the system in place. So as to find themselves in a position to render the best service, the people must be allowed to do what they can do best. This is majorly by allowing them to thrive on their various strengths as they work on their weaknesses for them to remain totally relevant at all levels of operation. The outcome of the matter at hand is by ensuring that there are progressive reports all of which ought to be done and realized in the formative years and times of real ascertainments.
Whenever the classroom is mentioned, the teacher holding a piece of chalk or a marker pen depending on what is being utilized comes to mind. This teacher is definitely aiding in the training of the students for a better them. When this image comes, there arise various questions like which level is this? Who are the pupils?; which place is this scenario found?; what are the possible factors that affect the netted productivity of the teacher? These are just to mention but a few of the many questions that do arise and need to be addressed. As it is commonly known and expected, the teachers do work with the help of other members of staff whose services are indelibly essential. This means that they are very critical in the entire platform of coming up with the required output for the teaching. These members of staff could include teaching assistants, cooks, baby care helps and even trainees under the teacher’s supervision. All these ambers of staff depend on the level of education that the teacher is engaged.
Whenever you are working with assistants, there is always the need to communicate and to have them do what you require of them so that they can aid in the realization of the set goals as well as objectives (Gibb and Megginson, 1993). This quest can best be done and assessed under a given platform of clear understanding. When there are untold differences, however, and some unspoken barriers, it becomes very difficult to deliver. This becomes one of the most crucial matters to address so that there remains to be a way forward for all. The barriers must be handled and the way forward paved before any other move is taken. The assurance in this case is to have the matters well ascertained for critical evaluation and solution. Whenever need arises, there needs to be a clear mode of operation for the teaching assistants no matter the situation to yield to your instructions. This only ensures that there is order as well a clear way of doing things. When this is neglected problems are bound to come on board.
In order to mentor a given team of assistants it is very important that the two parties get to have a clear understanding. If the communication is equally a problem, it may be necessary to have an interpreter on board so that what is said is ably conveyed across. This in essence sees to it that there is clarity on what is to be done. The manner in which the staff members carry themselves usually depends largely on how they are viewed as well as treated. If they are given the freedom to come up with ideas, that is exactly what they shall do. Thus, this understanding is very important. It clears the air for a meaningful conversation to be sustained in the course of time. To have a good working environment, there is the need to ensure that any apparent matters have been handled fully and satisfactorily. The effective mentorship is best done when both parties are at peace with each other and/or are able to reach out to each other. To get hold of what exactly is happening, there is an actual need to ensure that the matter at hand has been well researched and fully assessed on the basis of producing the best results possible. This is in the interest of both time and effort that are invested in the very venture at hand. No amount of disclaimer can be used to express this reality enough.
Being a teacher for a lower class poses a ready challenge for any disputes that could arise. Thus, wisdom should be at the full application. No amount of pressure should warrant an individual out bursting in disregard for another. This should come out very clear during the meeting. It may be quite a challenge but still adoptable and reliably possible. The line of pursuit in terms of career requires ample patience with both people and even the structures in place. The young teaching assistants should be understood for having their own perspective of a work place. However, the discussion should see to it that there is free expression as well as a clear peaceful motive as matters are addressed. No victimization should be anticipated as then matter is looked at from all angles with clarity of the conscience as was the case for the Black students (Croper, 2009).
A closer look
As already noted, this is a relationship that arises from the two parties, mentor and mentee, when they come together for the sake of one learning from another. It is a very effective mode of management as opposed to merely assuming that someone is learning form what you do. Thus, this should be instituted on the firm foundation of clarity of purpose for being there and due coexistence. It is actually true that mentorship can thrive best in a scenario where there is a high regard from the mentee to the mentor (Nangalia and Nangalia, 2010). Though this case is a little different and absurd, it could still be attained. This is majorly by seeing to it that they get to learn what you do and why you do it the way you do. A better explanation as to how this is the best should be included in this. Differences should be by all means set aside. In fact there should be an understanding that the adoptable mode of mentorship is the professional set up where a person doesn’t have to agree with all that the mentor does (Bird and Osland, 2006). They instead only look up to them for their expertise and skill in the course of work involved in. when this has been ascertained, it is very possible that there shall come on board a factual realization of the core essentials of an effective workplace.
Models of mentorship
Baum (1992) insists that mentorship is a mode of management that could be realized in various ways. It could be disseminated as an apprenticeship. In this case, the mentees get to learn mainly by simply observing what the mentor, who is the trainer at the same time, is doing. In this there is not much that the mentor needs to do. They simply encourage and allocate tasks as they learn on the job and by observing what is being done and ascertaining for what reason the various things are done. The second mentorship is the competency based mentorship. In this case, the various mentees are classified in accordance to what they are good in and then they are separately trained and looked after by the respective mentors in those fields. These mentors are always believed to be the best in those fields. Thirdly, is the reflective mentorship in which case, the mentees are given an opportunity to reflect upon what exactly has been happening as they discern what exactly has been done and for what reason. They are given an opportunity to elaborate on what they have been exposed to but in their own words and manner. Lastly, the mentorship could equally take the collaborative model. This one is basically based on the mentee agreeing with what the mentor has stated. To a large extent the mentor gets to replicate him/herself in the mentee. This mainly because the mentee is to agree with the mentor on what he/she has been taught or even exposed to. The line of thought is so great such that everything that is done is closely related to what ultimately is to be done and realized as put by Cox (2000).
Directive and Non Directive Mentorship
Directive mentorship is the form of mentorship whereby the mentor passes on their knowledge to the mentee through giving directions (CRAC 2012). The mentor shares their wisdom by way of advice given to the mentee. On the other hand the non directive mode of mentorship is whereby the mentee observes what the mentor is doing or listens to the mentor and then they are supposed to do the same (CRAC 2012). No directions are given in this case. Both the directive and the non directive modes of mentorship have their benefits and cons.
Benefits of Directive Mentoring
The mentor is able to share his or her experience with the mentee. The mentor can share the experience he has with the mentee through giving directions to them (CRAC 2012). They are directed on what they should do depending on the experience of the mentor. The assistant teachers if defectively mentored they will get the experience that the teacher has and they can teach the children effectively.
The mentees are also given the opportunity to give suggestions on solutions to problems (CRAC 2012). When the mentee is given the opportunity to suggest a solution they will be able to solve the problems in the future without having to contact the mentor. As a teacher you should apply the directive mode of mentorship on your assistant teachers since it will give them the chance to solve problems on their own.
Directive mentoring will also increase the mentees commitment (Michael 2008). The mentor and the mentee are usually very close if the mentor is using directive mentoring. As a result of that closeness, the mentee will tend to become more committed. This will help the assistant teachers to teach the children in a more effective manner.
Directive mentorship can also enhance the communication between the mentor and the mentee (Michael 2008). It can reduce the cultural differences between the two. This will highly help in the case at hand since the communication between the teacher and the assistant teachers will improve and this will assist in offering effective education to the children.
During directive mentoring, the mentee can improve their knowledge on the work and become more professional in their work (Michael 2008). This will further assist in offering effective education to the children since the assistance teachers will gain more experience and expertise in doing their work.
Disadvantages of Non Directive Mentoring
The non directive mentoring has disadvantages which may have contributed to the failure of the assistant teachers to adapt to the mentoring strategy that the teacher has been using.                                                                                                                                           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disadvantages of non directive mentoring are as follows:
The mode of mentorship will take a long time before the expected results are acquired. The mentee will take long to get the skills that they are required to get (Michael 2008). There is even a possibility that they may never get the knowledge required of them. This could be the reason as to why the non directive mentorship is yet to have an impact at the kindergarten.
The mentee as well does not have the opportunity to share the experience of the mentor. This is because there is no closeness as it is in the case of directive mentorship (Michael 2008). The mentee therefore will not be able to offer effective education to the children since they do not get the experience of their mentor.
Non directive mentorship does not help in enhancing communication and lowering the cultural gap. This has been one of the challenges at the kindergarten. Changing the mode of mentorship will improve the situation.
Mentoring assistant teachers
Assistant teachers should be the easiest to mentor at all times. This is because they know what is expected of them. Thus, given that mentorship has various functions, all of them can be realized in the setting by ensuring and seeing to it that the mentees are well guided in the place of work with their issues being readily addressed without undue delay. The end product is that there is a clear outcome for the follower (mentee) to truly come out so strongly to appreciate what they are doing (Bova and Phillips, 1984). The issues that are limited in this case should be averted by all means. The mentor should try as much as possible to learn the local language this limits on the potential barriers (House et al., 2004). As such, she shall be able to deliver fully without necessarily needing an interpreter who sometimes could distort the intended meaning. Therefore, the mentor shall offer all the functions of training, setting an example that can be emulated, providing correction, setting the standards as well as offering room for growth, all in one package.
To help the mentees to come up to speed with what exactly is required of them, the teacher should be an example herself for the assistants to learn from that. The manner in which she handles the pupils determines greatly what the assistants will ultimately do should they be faced with the same matter in the future. Therefore, she should carry herself with the dignity and regard for life that is ample for continuity. This should be enhanced by all means and it is what apparently allows the students to borrow a leaf fully form their teacher. Once this is well conveyed, the mentees are thus, in a position to get to the next level of operation in terms of what exactly is left for them to taken up (Burke, 1984). Whenever the mentees go wrong, they should be corrected and the correct way of doing the matter demonstrated. This ensures that the mistake cannot be repeated. The teachers will definitely in such a scenario be able to rekindle what they have learned from such episodes in their classrooms.
It is inarguable that assistants to teachers are a special lot as they take care of the very fresh and innocent minds of the small children, like in this case. This being the case, care and caution should be taken as to what values are instilled in them. This always gets to the point of being reflected in the pupils we get at the end of it all. Therefore, the mentor has the very critical role of ensuring that there is clarity in what is pursued by the students as they get to apply what they have been taught. This should also be pegged on the assessment that is to be given at the need of the mentorship program (Daresh and Playko, 1990). No lies should be propagated. Instead the truth should be given more cognition among the mentees. When well done, there is always room for improvement and betterment of what is to be expected. Given the plight of most of the students curtsey of what the teachers have done, it goes without saying that all that is realized should be aimed at having and resulting in a competent as well as highly conversant lot of teachers.
The paper ahs ably come up with an appreciative analysis of what exactly is entailed in mentorship. The various types and forms of mentorship were well highlighted and the best model considered for the case at hand. The entire scenario has been highlighted to ensure that what is taken up is indeed what is best suited to resolve the matter at hand. Management is indeed what is preferred for any firm to get to the next level of operation. As such, the paper and the discourse, in general, offered in it has gone a long way into ensuring that there is clarity of purpose as well as the entire topic being brought to light. The matter of working with teaching assistants has been dispelled and greater suggestions for an improved version of coexistence given. This work has largely met the ultimate goal and as such, it remains a gear success as management is now better appreciable.

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