Mentoring Toward Self-Directedness

Abstract

Mentoring can be significant process in assisting individuals toward self-directedness and self-directed learning (SDL). For many, the idea of mentoring is grounded in the functions of giving advice, information, and personal and professional direction. While these are important elements, they are primarily the basic components of the mentoring process and do not lead learners toward self-directedness and SDL. A true and complete mentoring process (a) promotes the enhancement of self-directedness in learners, (b) fosters transformational change in the way they view their world in which they live, work, and play, and (c) encourages autonomy, creativity;, and independence. The aims of mentoring seem to be in line with the primary goals of SDL proposed by Merriam and Caffarella (1999). The purpose of this article is to examine some definitions of mentoring, discuss the types of mentoring that can occur, well present framework that will provide the mentee and mentor some guidelines for promoting self-directedness and SDL. As discussed here, mentoring toward self-directedness is cumulative process. While there are numerous settings in which mentoring relationship could occur, I will discuss the process from formal educational context. It is essential to remember that the focus of this article is on the mentoring relationship and not the process of coaching, which at times are used interchangeably in the While mentoring is mutual interaction between the mentor and mentee, coaching is more controlling and directive activity. It is interesting to note, however, that the ultimate aim of both processes is to promote self-directedness, independence, reflection, and sense of autonomy. Defining Mentoring A sampling of definitions from formal educational setting is provided means of illustrating there is no widely accepted definition of mentoring. Jacobi (1991, p. 506) suggests that although many researchers have attempted to provide concise definitions of mentoring or mentors, definitional diversity continues to characterize the literature. Heller and Sindelar (1991, p. 7) state that mentoring is simply the advice from respected, experienced person provided to someone who needs help. According to Daloz (1999), mentoring has something to do with growing up well with the development of identity. Blackwell (1989, p. 9) believes mentoring is a process by which persons of superior rank, special achievements, and prestige instruct, counsel, guide, and facilitate the intellectual and/or career development of persons identified proteges. Lester and Johnson (1981, p. 119) continue by defining mentoring as one-to-one learning relationship between an older and younger person that is based on modeling behavior and extended dialogue between them. Moore and Amey (1988) define mentoring form of professional socialization with the intent of the relationship to develop and refine the mentee's skills, abilities, and understanding. Perhaps the most inclusive definition is provided by Galbraith and Zelenak (1991, p. 126) in which they define mentoring as powerful emotional and passionate interaction whereby the mentor and protege experience personal, professional, and intellectual growth and development. It is apparent that mentoring means one thing to one group of educators and another thing to another group of educators, even when they operate within the same formal education setting. Not all of the definitions have the same focus and meaning. Many do not recognize the essence of good mentoring relationship, such the necessity of reciprocal and developmental process for both the mentor and mentee. It is quite evident that mentoring is not just about giving advice on professional and career advancement and opportunities. It is about dialogue, caring, challenging, authenticity, emotion, passion, growth, development and identity Two Types of Mentoring Basically, there are two types of mentoring, informal and formal (sponsored mentoring). …