Activity 5

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