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Ethical

The document discusses the responsibilities of mentors and mentees in an ethical mentoring relationship. It advises mentors to manage expectations, be inclusive of diverse mentees, and ensure mentees receive proper credit. Mentors should maintain boundaries and focus on critiquing ideas rather than the person. As mentees, individuals should be receptive to feedback, keep a journal, give their full attention during meetings, take responsibility for their own learning and actions, and discuss issues respectfully. Both parties should be clear on parameters and terminate relationships when needed.

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81 views

Ethical

The document discusses the responsibilities of mentors and mentees in an ethical mentoring relationship. It advises mentors to manage expectations, be inclusive of diverse mentees, and ensure mentees receive proper credit. Mentors should maintain boundaries and focus on critiquing ideas rather than the person. As mentees, individuals should be receptive to feedback, keep a journal, give their full attention during meetings, take responsibility for their own learning and actions, and discuss issues respectfully. Both parties should be clear on parameters and terminate relationships when needed.

Uploaded by

api-551538862
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Ethical

Before becoming a mentor,


consider the time, energy and
emotional capital that you will
need to invest to support a
mentee in the formulation and
implementation of their project.
There is sometimes an implicit
assumption on the part of staff
that because you are a School
Administrator then surely you can
mentor. But that’s not always
true, you may need to seek a
mentor to be one.

Responsibility as the Mentor

•. Manage expectations- be clear with yourself and your potential mentee


about the parameters of your relationship.

• Be inclusive. It’s also ethically imperative to mentor diverse students, not


just those who are similar to yourself. While such relationships may take
more time and care to develop than those with demographically similar
students, evidence shows that cross-gender, cross-race and cross-sexual-
orientation mentoring relationships can be just as effective and produce
outstanding outcomes.

• Make sure the mentee gets deserved credit. A significant number of


mentees work on collaborative projects with their mentors. Whether a
project was initiated and largely carried out by the mentee, or whether the
mentee played a supporting, but significant, role in an existing project,
recognise their work.
 Maintain boundaries. Avoid blurring the relationship’s boundaries
and having it morph into the inappropriately personal. While it’s OK
to be friendly, avoid being a mentee’s friend—and steer clear of
acting like his or her therapist. Remember that your aim is to help
your mentees fly on their own “There’s going to be a time where the
mentee’s going to have to move on to the next step and you want
them to have the confidence to do so.
 Be critical of ideas not of the person.
 Accept and value the mentee as being different from you
 Have realistic expectations within the scope of the mentees skills,
knowledge and experience.

Responsibility as the Mentee


 To seek out and be receptive to feedback
 To tell when things aren’t working
 To keep an up-to-date journal
 When you meet give the mentor your full and undivided attention
 Be responsible for your learning’s and actions
 Tell the mentor how they can be more helpful
 Disagree without being disagreeable
 To not have any hidden agendas
 To discuss issues in a specific, descriptive, non-judgmental manner
 To honour when you or the mentor think the relationship needs to
be terminated

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