For an inexperienced ward, an example of mentoring would be accompanying him for a specific time when entering the company for a new position. Such support and accompaniment are psychologically crucial in the initial stages; otherwise, the mentee will receive “information without deeper involvement” (Beard, & Wilson, 2018, p. 258). The mentor will share his experience, feelings, and advice with the ward for several months (trial period). Together they will be able to discuss work ethics, communication rules, dress code, etc.
The main advantages of mentoring for the ward are long-term (no need to get used to a new mentor) and gaining experience from a professional. Full-fledged, multifaceted, and large-scale personality development, not just a specialist in a narrow field, is also typical for mentoring. The benefit of coaching is that “focused question or set of questions are critical for success” (Chopra, Arora, & Saint, 2018, p. 175). In addition, a mentee can take responsibility for training since the coach fully trusts the ward, detailed and attentive exercise of skill or several skills.
Personal mentoring is the most traditional type of mentoring, in which the mentor discusses the upcoming tasks, work, and prospects one-on-one with the mentee. Team mentoring assumes the presence of one mentor and several wards. It creates a “nurturing, collaborative, supportive environment within which mentoring occurs” (Cullingford, 2016, p. 74) because mentees can be friends, share their experiences, and learn to work as a team. The connection between these two types of mentoring is that the mentor continues to work in the group. On the contrary, the mentor has a specific role in resolving conflicts and disputes. In addition to teaching directly to the program, the mentor teaches the trainees to work in a team.
The field of public health is often ethically charged, and service leadership is very suitable for medical professionals when they take on a group of young professionals. The servant-leader senses an ethical problem, asks ethical questions, and encourages his younger colleagues to do the same. Such a mentor is always reflective; they also “must be able to actively listen and then interpret and understand what has been communicated to them in a way that reflects what the mentee intended and is not skewed towards what the mentor understands” (Henry-Noel, 2019, p. 631). For example, advice and psychological support (up to taking responsibility for oneself) to a young ward, when the latter cannot save a patient, would be excellent support from a mentor-doctor. This advice goes beyond the boundaries of coaching and allows you to divide the responsibility for what happened to two people.
Many people rightly think that it is impossible (or complex) to create power by motivating individual excellence. Nothing is unexpected since people got used to subordinating to a superior, a hierarchy system at school and work. However, it is precisely by motivating the wards for success, inspiring them, and setting an example that you can achieve incredible results, although such mentoring requires discipline and a lot of strength from the mentor (Gandolfi, & Stone, 2018, p. 265-266). A person with charisma enchants and impresses on an intense psychological level. For a long time, such a person leaves an imprint in the memories of the ward. This mentoring inspires the sincerest respect in the mentees, so they tend to follow instructions and follow the advice of the mentor.
Beard, C., & Wilson, J. P. (2018). Experiential learning: A practical guide for training, coaching and education. Kogan Page Publishers.
Chopra, V., Arora, V. M., & Saint, S. (2018). Will you be my mentor? — Four archetypes to help mentees succeed in academic medicine. JAMA Internal Medicine, 178(2), 175-176.
Cullingford, C. (Ed.). (2016). Mentoring in education: An international perspective. Routledge.
Gandolfi, F., & Stone, S. (2018). Leadership, leadership styles, and servant leadership. Journal of Management Research, 18(4), 261-269.
Henry-Noel, N., Bishop, M., Gwede, C. K., Petkova, E., & Szumacher, E. (2019). Mentorship in medicine and other health professions. Journal of Cancer Education, 34(4), 629-637.