For example, how will mentoring help me to better understand the experiences of graduate students and early-career academics and to reflect on my supervision and teaching? To what extent do I want to be friends with my mentees? When is that appropriate? What are the boundaries? There is ambiguity and inconsistency with uses of the term mentoring. Mentoring in academia does not have to be a relationship between one faculty member and one student; a student can have more than one mentor, and more advanced students can serve as mentors.
Sensitivity : Students appreciate a mentor who shows compassion and understanding by listening and supporting them, particularly when the student is struggling to make progress. Respect : Students appreciate being seen as equal collaborators rather than just an extra pair of hands. Unselfishness : Students appreciate a mentor who is willing to share ideas and provide them with resources. Many scholars e. Brown II et al. In frientoring, the faculty member provides guidance and wisdom, and the student provides respect and a modicum of reverence to the interactions.
Acker, S. Advising and mentoring graduate students. Bank Ed. Baker, V. About Campus, 14 6 , Brown II, M. Mentoring graduate students of color: Myths, models, and modes. Peabody Journal of Education, 74 2 , Crisp, G. Mentoring college students: A critical review of the literature between and Research in Higher Education, 50 6 , De Welde, K. The Open Education Journal, 1 , Grant-Vallone, E. Effects of peer mentoring on types of mentor support, program satisfaction and graduate student stress: A dyadic perspective.
Journal of College Student Development, 41 6 , Harper, J. Academic mentoring: A pilot success at Victoria University of Wellington. Hall Ed. Jacobi, M. Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61 4 , Johnson, W. On being a mentor: A guide for higher education faculty. Kram, K. Phases of the mentor relationship. The Academy of Management Journal, 26 4 , Mentoring at work: Developmental relationships in organization life.
Lee, A. Nature's guide for mentors. Supervision tends to be task-oriented. Mentorship tends to be focused on broader scholarly and career development. The difference between supervision and mentorship is not always clearly defined and good supervisors often adopt both roles, although the focus may differ depending on the stage the student is in their program.
Effectively combining the role of mentor and supervisor can have a positive impact on the overall graduate student experience. However, it should be understood that good supervision should combine both the supervisor and mentor role.
Good graduate supervision can be identified by a number of characteristics. A good supervisor should:. Good supervision depends on communicating well, being tolerant and understanding, and each holding the other to high standards.
The graduate unit department, centre, or institute also plays an important role, providing clarity and consistency of expectations, upholding academic standards, administering the program fairly, effectively, and intervening where necessary to help resolve problems.
Good supervision is a shared responsibility between the supervisor and student. Regardless of their respective roles or positions, all parties student, supervisor, members of the supervisory committee should treat each other with dignity and respect and make every effort possible to manage conflicts in a respectful manner.
The Human Resources Guideline on Civil Conduct published by the University of Toronto, provides a useful guide to appropriate behavior and respectful responses. As a supervisor, the faculty member should provide support to their graduate students at every stage of their degree. Such support includes the following:. In most cases though, there is no recording or live session and, instead, the coach and supervisor explore what the coach wishes to bring.
Again, like coaching, there are many ways the coaching supervision may then engage in this dialogue. They may bring specific theoretical lenses to their work, for instance as an existential, gestalt, solution-focused or psychodynamic supervisor. Likewise, they may use creative processes, role-play, somatic response or physical movement. In other words, whilst there are typically some common traits in supervision , such as socratic dialogue, informative interventions and reflective self-disclosure, there are many ways in which this could unfold, uninhibited as supervision by specific behaviours that must be met.
Indeed, its richness and diversity of practice is precisely why training is vital to bring out the essential qualities around the formative, restorative and normative functions.
Another area of difference can be found in the duration of the work which can be summarised as fixed, short term and open-ended long term.
With its focus on meeting minimum standards of agreed criteria, coach mentoring is typically of a fixed length and fairly short term. For example, the ICF requires 10 hours of coach mentoring over a minimum of 5 months as part of the criteria to gain their credentials. By stark contrast, coaching supervision is of no fixed-duration and is typically undertaken through the professional life of the coach.
ICF supports Coaching Supervision for professional coach practitioners as part of their portfolio of continuing professional development CPD activities designed to keep them fit for purpose.
A coaching supervision relationship could last for many years and the guide to its lifespan is its ongoing usefulness and the extent to which the supervisor is still able to challenge and bring newness to the coach over a long period of time.
The final difference between coach mentoring and coaching supervision is the nature of the relationship. Whilst both are based on adult learning principles, and the coach in both cases has chosen to receive the support, there is nonetheless a clear difference in the underpinning coaching relationship. In coach mentoring, the mentor is by definition someone who has more experience and has walked the specific path before and can clearly and confidently guide the less experienced coach in where they need to change and develop.
This is not to say that the relationship is one of master and apprentice nor is it authoritarian. But it is predicated on the mentor knowing what is needed and having the expertise to advise, even to teach, the coach specifically how to meet required behaviours and skills.
Coaching supervision is essentially a relationship of equals. The coaching supervisor is not necessarily superior to the coach in expertise or experience, even though this is often the case. Instead, this is about a relationship of exploration, uncovering and reflection. The critical issue is for the coach to know what they need and for the mentor or supervisor to help the coach express this to ensure there is a good fit.
A coach seeking to meet specific criteria but receiving more open-ended supervision is unlikely to get what they need. But equally, a coach seeking a wider perspective on their coaching and developing a greater sense of self will be ill-served by coach mentoring. Nick Bolton June 3, So, are they actually looking for the same thing?
The simple answer is, no! Eligibility to provide the service An interesting question, that points to deeper distinctions between the two activities, is around who can provide the service — who can be a coach mentor versus who can be a coach supervisor. Coaching Supervision So what about the coaching supervisor?
Well, yes and no. They need to meet a different set of demands. As the ICF points out: Coaching Supervision is sufficiently different from coaching, so training to provide the knowledge and opportunity to practice Coaching Supervision skills is needed. But how can this be?
Well, that all comes down to the aims and remit of the work. The aims and remit of the work The aims and remit of the work are where the crux of the difference between coach mentoring and coaching supervision really lies.
Coach Mentoring We have seen how the ICF describes coach mentoring and we have seen that the criteria to be a mentor are very strict.
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