A Glossary of Mentoring Terms
By Barry Sweeny
INDEX:
While it is not so important what words you use to describe things,
I know it is vital that all persons in a mentoring and induction program use the
SAME terms to describe it. Therefore, it is important that each program define it's
use of terms and seek to build a common vocabulary. The following are terms I have
found help us to make the more important distinctions:
Beginning/Novice Employee
Any employee with less than two years of recent experience in the specific position
for which they are hired, or for which they are being prepared.
Recent Experience
At least half-time paid work which was in the same or a similar job responsibility
to that for which the person is being hired or prepared, and which has taken place
within the most recent five years
New Employee
Any employee with at least two years of recent experience somewhere else but who
is new to the organization.
Protege
The role that a beginning or new employee assumes when working with a mentor. The
role requires and assumes a willingness to actively work with and to learn from the
experience and wisdom of the mentor. Sometimes also called a "mentee".
Mentor
The critical role and responsibility assumed by an experienced, caring, and wise
employee who agrees to help, build a relationship with, and facilitate the professional
growth of one or more proteges. Mentors are models of effective practice and of a
very visible desire to continue to grow professionally, every day, and throughout
the career.
Mentors are typically assigned to proteges which are more novice in the new roles
they have assumed or will assume. (See Guide.)
Guide or Buddy
The support provider who is assigned to a new employee/protege who has recent prior
experience in the work assignment or new roles they have assumed or will assume.
Specifically, such a person is deemed to have sufficient similar experience as to
not need the more intensive support of a mentor.
The Mentoring Process
A developmental process in which a new and an experienced employee commit to working
and learning together in a mentoring relationship over at least two years for the
purpose of mutual support and professional development. The mentoring process includes
a series of phases in which the mentor's leadership of the process is adapted to
the developing strengths and changing needs of the protege. The result of an effective
mentoring process is a self-confident and competent professional who also values
what employees can do collectively on behalf of their organization and it's strategic
initiatives.
The Mentoring Relationship
The developmental relationship of a mentor and protege which is characterized by
confidentiality, trust, caring, and mutual support and challenge for growth. The
mentoring relationship creates the necessary context of safety and confidence for
the mentor and protege to take the risks of trying new work strategies and of learning
in front of each other. This context is necessary for accelerated professional growth.
Mentoring Partners
While the mentor and protege might easily be described as "partners", using
the term for them is confusing because the same term applies to other entities as
well. Here's where I recommend using this term.
The organizational stake holders, agencies and institutions which collaborate to
implement an effective continuum of professional development for people spanning
from preservice education degree-granting institutions, internships, across the induction
years, and throughout the professional career.
An example is the partners in the proposed Illinois Induction Initiative which are
the universities teacher education programs, the school district, the district's
nearest Intermediate Service Center, and the Illinois State Board of Education.
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