A reflective statement on the experience of being a mentor

Many skills are required to be an effective mentor. The role of the mentor is to ‘support and encourage individuals to manage their own learning’, so that they can then develop their skills and improve their performance (Parsloe and Leedham, 2009). Mentees will have an understanding of theory, as well as hands-on experience, but need further support to improve their confidence and competence. It is important that mentors are self-aware of their interactions and relationships with their mentees and have the ability to examine their own emotional influences, experiences and world views.

The recommendations for leadership, as described in the Harvard Business Review (2011), can be adapted to mentorship. Clear values and vision can promote productive and harmonious working between the mentor and the mentee. Tomlinson (1995) stated that mentors are ‘reflective coaches.’ One's perception of learning will influence how they mentor (Hand, 2006). Furlong and Maynard (1995) classified three phases of mentoring based on the theoretical work of Clutterbuck (1985). These include apprenticeship, competency and reflection. This model is often used by mentors and is one which I use.