The art of establishing a positive mentoring relationship: hints and tips for organizations from a school project

Abstract

Purpose

This paper seeks to describe a leadership project for 17‐18 year olds, run at a secondary school in Bath, UK, in which the students acted as mentors to younger pupils. It aims to draw out the lessons learned and identify how these same skills are required in organizations.

Design/methodology/approach

The paper is written as a case study/viewpoint.

Findings

The paper explores ways to move beyond questions which prompt no more than a “yes” or “no” response. It discusses recognizing “what's in it for them?” when dealing with staff motivation, especially when it involves a task they do not enjoy. The paper suggests that the presenting response of a team member will often conceal a hidden reason. It suggests questioning techniques which reveal what is behind that response, including the emotional drivers and the importance of actively listening for these, rather than acting on face value statements. It goes on to talk about methods of testing understanding of the other person's position, giving the opportunity to correct this if necessary. Finally, methods are discussed by which people can be helped to arrive at solutions of their own.

Practical implications

The project has implications for how schools assist students to develop the kinds of skills that the world of work requires.

Originality/value

The paper will be of interest to those involved in the education of young people and how they might be better assisted to prepare for their working lives. It will also be of interest to those developing mentoring schemes within their organizations.

Citation

Jackson, B. (2013), "The art of establishing a positive mentoring relationship: hints and tips for organizations from a school project", Development and Learning in Organizations, Vol. 27 No. 1, pp. 6-8. https://doi.org/10.1108/14777281311291204