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 collaboration
not 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.)
Research Topic:
List down the authorities cited What is the idea implied?
in the literature review.