ARELLANO UNIVERSITY

Senior High School Department

Reading and Writing
Fourth Quarter

Name/s:
Section:
DLP 2: Writing a Literature Review

Direction: Read and analyze the following literature review very carefully. Then, complete the table that
follows.

Kram (1985) has proposed that mentoring relationships develop and mature over time,
providing different levels of mentoring functions as they progress through a sequence of four distinct
phases: initiation, cultivation, separation, and redefinition. During the initiation phase, the mentor and
the protégé begin initial interactions that involve learning the other’s personal style and work habits.
He described the first six to 12 months of a relationship as characterized by musings that protégés
and mentors providing coaching, challenging work and visibility, the mentor embodies as fantasized
role model with whom the protégé begins to identify and develops positive expectations about career
development. If the relationship matures past the initiation phase, it then progresses to the cultivation
phase, in which career development, role modeling and psychosocial mentoring functions are
proposed to be at their highest. Kram (1985) further proposed that the emotional bond between the
mentor and protégé deepens and intimacy increases during this phase. This phase may last from two
to five years as the protégé learns from the mentor and the mentor promotes and protects the
protégé. Protégés gain knowledge from the mentor, and the mentor gains loyalty and support of the
protégé and feelings that his or her values, ideas and work habits may be passed on to the protégé
during the cultivation phase. The third phase, separation, involves a structural and psychological
disconnection between the mentor and the protégé when functions provided by the mentor decrease,
and the protégé becomes independent. In the redefinition phase, the mentor and protégé frequently
develop a relationship that is more peer-like, characterized by mutual support and informal contact.
While career and psychosocial functions are less evident, sponsorship from a distance, occasional
counseling and coaching and ongoing friendship continue. Hay (1995) believes that mentoring
process is underpinned by the following principles: recognizing that people are okay, realizing that
people can change and want to grow, understanding how people learn, recognizing individual
differences, empowering through personal and professional development, developing competence,
encouraging collaborationnot competition, encouraging scholarship and a sense of inquiry, searching
for new ideas, theories and knowledge and reflecting on past experiences as key to understanding.

According to Mackimm, et al (2003) mentoring relationship is a special relationship where two

people make real connection. It is a protected relationship in which learning and experimentation
occur through analysis, examination, reexamination and reflection on practice, situations, problems,
mistakes and successes (of both the mentors and the mentees) to identify learning opportunities and
gaps. According to Yang (2006), mentoring relationships range from loosely defined, informal
collegial associations in which a mentee learns by observation and example to structured formal
agreements between expert and novice co-mentors where each develops professionally through the
two-way transfer of experience and perspective. Whether the relationship is formal or informal, the
goal of mentoring is to provide career advice as well as both professional and personal enrichment. It
is important that the mentor and the mentee have a clear grasp of the mentoring process for
maximum benefits of this special relationship. For mentoring to be effective, the mentee together with
the mentor needs to reflect on the experiences in school and attempts to understand the experience
through analysis and conceptualization. The individual makes choices based on analyzing the
implications. She/he identifies options, decides on what to do next and undergoes another
experience.

Mentoring relationship is classified as formal or informal, and short term or long term
(Goodyear, 2006). Formal mentoring is usually mandatory and institutionalized by the school or
agency. The meetings are determined, monitored and evaluated based on clearly articulated goals
and milestones. Informal mentoring relationship is more spontaneous and springs from the mentee’s
intrinsic desire to become better. The choice of the mentor is based on trust and confidence. Another
type of mentoring is the duration of the relationship which can be short term and long term. A short-
term mentoring usually addresses a set of specific needs. Long term mentoring is based on the
broad-based goals incorporated in the professional development career of the institution or agency.
Whether the mentoring relationship is formal or informal, short term or long term, literature proves that
mentoring has improved the teacher’s personal artistry and professional skill in the workplace.
Source: (taken from the research article of Dayagbil, et al.)