Mentoring and Leadership

Question: Discuss about theMentoring and Leadership. Answer: Introduction The traditional system of mentoring a student is highly distinguished from a wider and more inclusive approach of mentoring that is being adopted in the 21st century. The major difference in approach, as it has been shown by Pawanti, lies in the absence of a systematic, rigidly organized hierarchical method adopted by the mentor, while mentoring and developing the skills of a mentee (Abaza et al., 2012). Mentorship is indeed no longer about acquiring knowledge from an individual, who is socially considered to be superior to the mentee, in terms of his age, race or ethnicity. However, as rightly pointed out by Pawanti, in the 21st century, the concept of mentoring revolves around the idea of acquisition and interchange of knowledge, without the need of attaching much importance to the idea of societal hierarchy (Snowden Hardy, 2013). However, it is undeniable at the same time, that though racial and cultural differences may not directly affect the mentor-mentee relation, yet it can c reate an unbridgeable communication gap between the two. As Ebigya has pointed out that lack of empathy, difference in perspective or cultural beliefs can potentially harm and impede the learning experience of mentor-mentee interaction (McBurney, 2015). Studies suggest that there is a huge distinction between the Asian and European perspectives, and as a result, problems such as conflict, doubts, or lack of comprehension, can emerge in case of cross-cultural mentoring process. However, as a teacher I have experienced much difficulty in explaining my perspective to a mentee, even when he belongs to a different race, or gender or culture. This is primarily because, a mentee even in the 21st century, has a conviction that the mentors perspective is essentially the right one, and as such the possibility of interrogating the validity of the mentors perspective is comparatively low. Besides, it depends on the skill, empathy, expertise and patience of the mentor, to gain the faith and reli ability of the mentee (Shing, 2012). However, it is undeniable that knowledge acquisition has become more convenient and mentee-centric with the advent of technology in the 21st century. Besides, one of the important advantages of e-mentoring system, is that it facilitates the teaching and learning experience, by freeing the minds of the mentor as well as the mentee from any kind of social, cultural or gender prejudice. It should be remembered that although the 21st century mentoring system has gone a long way in achieving a wider approach to the process of knowledge and skill acquisition, yet the mentoring process is not free from a variety of challenges. Lack of empathy, presence of prejudiced thoughts, incapability to identify and associate with the mentor, may lead to failure in attaining true knowledge, and hence must also be considered, while emphasizing the importance of a wider and advanced approach to mentoring system. I have observed that while teaching the students who belong to a different social group, or cultural community, the mentees prefer to be understood, rather than merely dictating them to learn. Hence, patience and empathy are absolutely mandatory in such situations. However, the challenges emerging mostly from the stereotyped attitude towards the opposite section of the society can be considerably eliminated by adopting the e-mentoring method, whereby the virtual method of int eraction helps to avoid the possibility of face-to-face confrontation of the mentor and the mentee. Reference List: Abaza, M. M., Wax, M. K., Fried, M. P., Ivey, C. M., Kuppersmith, R. B., Tadros, M. (2012). Mentor and mentee skills: Tools from residency to practice and beyond.OtolaryngologyHead and Neck Surgery,145(2), P11-P11. doi:10.1177/0194599811415818a10 McBurney, E. I. (2015). Strategic mentoring: Growth for mentor and mentee.Clinics in Dermatology,33(2), 257-260. doi:10.1016/j.clindermatol.2014.12.019 Shing, S. R. (2012). Politeness in mentor-mentee talk.International Journal of Human Sciences,9(2), 743-752. Snowden, M., Hardy, T. (2013). Peer mentorship and positive effects on student mentor and mentee retention and academic success.Widening Participation and Lifelong Learning,14(1), 76-92. doi:10.5456/WPLL.14.S.76