Introduction Of Leadership And Mentoring Management Essay

submission Of attractionship And Mentoring Management Essay fit to Northo consumption, P, attractership is defines as a process whereby a person influences a group of persons to deliver the true(p)s a destination. In simple terms, leading is a transactional event that occurs amidst these individuals or else of a characteristic that resides in the attracter. This definition in each case includes finiss attainment and these goals argon pursuit by the leader and the pursual. A nonher large(p) definition is presumptuousness by Batten (1989) who defines the leadership as a study of a complete system of expectations in order to determine evoke and go across the strengths of every resources the close to important of which is people.1.1 Definition of MentoringAccording to Garvey (2004), acquisition is defines as a human interaction which depends on an intended purpose of the birth between the individuals. It involves two people talking with a purpose for the main reach of cardinal of the individual. Mentoring in addition is a term that describes a confidential relationship between two people in making amendment in work or friendship and through this process enhancing their capacity (Clutterbuck, D Megginson, D . 1995).1.2 Characteristic of a right(a) LeaderAs Cox, D (1996) has state of matterd leadership is a position that moldiness be gain day by day. Effective leaders ar foremost hard-hitting people in an institution. Thus, the characteristics of the leaders are very important.The following come five of characteristics that seem especially important to make up a sober leaderIntegrity right(a) leaders who give the gameyer(prenominal) standard of integrity masturbate out make their followers trust them. A leader who is centered in integrity allow worthy his or her commitment and will be effective in all dealings. at that placefore, followers will find them reli adequate and trustable. George, M.D (2005) has written that integrity requires the ability to sympathize iodinself hvirtuosostly and acceptance of ones self.ConfidenceBuilding self-confidence is al demeanors the incurer to become a good leader. Having confidence in leaders is more or less having belief that they will act in effective and efficient way to pull through goals. As Vojta (2010) stated, leader who possess confidence in himself or herself has the ability to influence an organization versedly and externally. However, Adair (1997) agrees that confidence is essential notwithstanding overconfidence will lead to arrogance.VisionA good leader possesses great tidy sum to visualize a variable future state for the organization. leadership lease to be able to makes vision tangible and perish the vision cleanly to organization in a way that gains commitment. According to Bennis, W (2009), vision is an important characteristic to be an effective leader because lack of a constitute vision will lower the intensity of a leader.Re spectRespect should not be restricted barely from the group members to the leader. As a good leader, he or she essentialiness treats all team members with repute and dignity all the times. Respect is only when treating team members as leader wish to be treated. This is a springy characteristic of an effective leader. Shriver, S (2011) suggests that leader must make certain(p) they treat all human universes with respect regardless of differences.Locus of harbourLee, Don Tsang and Eric (2001) state that a victoryful leader shows a high standard of internal locus of control. Leaders high on the internal locus of control are more likely to experience success and they as well as believed that their success is due to their individual(prenominal) efforts that they implement.1.3 Characteristic of a Good MentorTo be a good learn, instruct need to pomposity certain characteristics. Although not all successful learns will displays every characteristics listed as below, but these characteristic are highly desirable characteristics for all mentors. on that point are certain key characteristics a good mentor should possessEnthusiasticA successful mentor believes that the mentee will enthusiastically address the knowledge and skills with the mentee. Mentor allows mentee to explore their feelings and thoughts openly with them. A good mentor possesses enthusiastic locating are touched in and willing to see with care and concern (Starcevich, Matt. 2005).PatienceEffective mentors are patient by nature. They allow the person being mentored to make mistakes and encourage them learn from the mistakes. A good mentor will know how to respond with patience and grace. piece of taildidA good mentor is the one who willing to put up honest feedback to the mentee. Good mentor thinks that it is their responsibilities to be honest to the mentee. They believe that there are huge lessons for mentee to learn as they speak the truth, transparent about their previous(pr enominal) experience and share with honesty (Cate, R. 2012).SupportiveIn order to be an effective mentor, he or she has to be supportive rather than critical. Good mentor are willing to give moral support and hike to service mentee to improve their performance. Most of the mentors have already achieved success and they are now magnanimous support to mentee to meet the goal (Campbell, M.J. 2006).1.4 Leadership Roles and ResponsibilitiesThere are several(prenominal) graphic symbols and responsibilities that a leader has to look. Firstly, the world ren giveed blood line trainer, Tracy, B.S (2002) suggests that the role and debt instrument of a leader is to solve problems and make termination. Leader has to make sound decisions that help the organization to achieve its target. To make a suitable decision, leader need to ensure that all discussion is ample and solve all the greater problems, in order to lead the team toward the decision. Secondly, leader has the role and state to set a good type for the followers. Leader must strive for a good ethic and traits which leader wants his or her followers to follow. Thirdly, according to Fayol, H (1949), delegation of tasks is an important role and responsibilities of leadership. Leaders have to recognize the abilities of their subordinates by assigning them with important task. Leaders must understand the strengths and lightheadednesses of subordinates so that they may assign the task to a proper person. Lastly, leaders possess the role and responsibility to motivate their followers to produce effective result. To do so, leaders should encourage them by giving recognition awards, remind them the desire to achieve and give support in their work (Rampur, S . 2011).1.5 Mentoring Roles and ResponsibilitiesThe mentor plays certain roles and responsibilities. Firstly, according to Byington, T (2010), mentor has the role and responsibilities to provide steering and feedback to mentees on task progression. A mento r should provide guidance based on their experience and give inferential feedback which is in connection to the established target. Secondly, mentor has the role and responsibility to actively take heed to their mentees problems. The mentor need to show respect by earshot attentively to the problems of the mentee (Marquardt,M.J and Loan,P. 2006). Thirdly, as a mentor, he or she possesses the role and responsibility to generate motivation with the mentee. Mentors can motivate the mentee through encouragement or rewards, to drive a mentee to meet the ambitious goal. Lastly, mentors have the role and responsibility to act as a positive role model for their mentees. In order to set a good role model for the mentee, mentor must demonstrates a positive attitude and strive for a good work ethics. This can helps to sets an spokesperson for their mentees to follow (Parkinson, L. 2010).1.6 Benefits of LeadershipAccording to Bennis (1999), the do good of leadership is that it helps to incr ease productivity. Leaders have the role to provide guidance to their team members, to motivate team members and to solve any problems. Thus, team members are empowered to succeed and increase the productivity. Robert Zemsky and Susan Shaman of the University of Pennsylvania have conducted a research of 3,200 U.S. companies, the research showed that a 10 percent increase in spending for development leadership will increase an 8.5 percent in productivity. excessively that, leadership to a fault helps to develop a emend vision which simplifies in solving problem and withal creating a mission teaching and actionable goals. This statement and goals will be used to lead the team member to success. In addition, one of the benefits of leadership is limits employee turnover. This is because leadership encourage leader to motivate the employees, respect them and provide support to them to make them stay on the job. As a result, companies get to keep talented employees while trim the rec ruitment costs (Jones, P.B. 2008). Leadership can also help a company apply focus on its business. In large companies, there are many managers attempting to make decision. Leadership can get managers and lag on the like page and let them focus on the received company vision (Vitez, O. 2009).1.7 Benefits of MentoringAccording to Makin, L (2010), mentoring can benefit the organization by retaining the business knowledge and practical experience from long-term employees. This is because mentor will transfer their insight, knowledge and past experience of the company with the mentee so that mentee can gains potential knowledge about the organisation from the mentor. Besides that, mentoring can benefit the organization to become more productive. Mentor will provide guidance and help employee to desire solution to overcome the problem. Hence, employee can accomplish the task fast-flyingly, accurately and increase the productivity of the business. Organisations may incur spare cost problems when employee solves their problems inaccurately without a mentor. Moreover, mentoring allows organization to enhance professed(prenominal) development through sharing of skills, information and behaviors. Lastly, mentoring also can help to alter skills such as communication, listening and questioning skills. This could help mentee to gain better taste of how to interact with others now and in the future (Morley, M. 2012).1.8 Principles of LeadershipSugar, B (2008) has demonstrated that there are several principles linked to leadership. They are Be technically and tactically proficientLeader must be technically proficient by demonstrate the ability to accomplish the mission and able to answering the questions. Technically competent leader will earn the respect of their followers.Seek self-improvementLeaders must have a clear understanding of themselves through determine their strong and weak person-to-person qualities. self-reformation can be achieved by questioning a nd observing. Leader can seek for honest evaluation of others of their leadership ability. This could help them to understand their strengths and weaknesses.Make a sound and timely decisionAs a leader, he must be able to make a sound and timely decision through practicing estimates of the situation. To make a sound decision, leaders need to consider the effects of the decisions in the organisation and also accept the suggestions of the subordinates.Set an exampleSet the example to followers is considered one of the leadership principles as leadership is taught by example. If leaders can keep a positive attitude and high personalized standards, accordingly leaders can get the same attitude and same personal standard of their followers. This is because leader is an inspiration to all the followers.1.9 Principles of MentoringRolfe, A (n.d) has written that mentoring is underpinned by several key principles that must be understood by mentor. They are The lord relationshipMentor and m entee must confirm a professional relationship through acknowledge the one anothers contribution and celebrate their achievements. Other than that, mentee and mentor need to develop coarse trust and respect each other to maintain a professional relationship.Needs and GoalsThis principle drives the relationship between mentor and mentee. The mentor helps mentee by determining the desire goal, giving feedback and formulating steps to achieve the goal. Then mentee will consider the steps tending(p) by the mentor and implements the action to achieve the desire goal.Active ListeningMentors often act as sound boards for the mentee. Mentor must be able to listen the mentees questions, ideas and plans. Therefore, their conversation becomes a dialogue where ideas and plans are divided.LimitationsMentee can seek for the idea and information from mentor. However, mentee must also refer to other resources such as professional focal point services. A mentee must recognize the limitations o f a mentor and cannot demand a mentor to know everything.Part 2 Discussion on the Competencies involveIntroduction of CompetenciesDubois, D (1998) defines competencies as certain personal characteristics, knowledge, skills, mindsets, skills and thought patterns that utilise whether in singularly or in combinations of these, to bring a great performance.2.1 Competencies necessitate by leadersThe first key capability needed by leaders is self-awareness which allows leaders to have a clear understanding of their personality including strengths and weaknesses, reactions to problems and sources of frustration (Schein, E.H. 1978 Goleman, D. 1998). Both Schein (1978) and Goleman (1998) suggest that leaders having a clear perception of their personalities can help them to regulate of their emotions and make a transplant they want. It also enables leaders to understand their followers so that they can maintain an effective relationship with their followers.The second readiness needed by leaders is engagement in personal transformation. Brake (1997) describes this competency as a desire to enhance personal skills and knowledge and stay up to date. The reflections of personal transformation are strong, willing to learn new things, reective schooling and no limit assumptions. The leader who possesses the competency of engagement in personal transformation will accept the criticism and learn from the criticism (Spreitzer, 1997). interest in personal transformation is also includes items such as being open to change (Jordan and Cartwright, 1998) and willing to change personal perceptions (Harris and Moran, 1987).The third competency is visioning thinking. Frank (2005) describes this competency as the ability to provide a vision, foresee the future within the organisation. To create a best vision requires leader to get many ideas and supports from others. Hence, leaders can partnering with their team members, key employees or executive members throughout the organis ation.2.1 Competencies needed by mentorsBuilding Rapport is one of the most fundamental mentoring competencies needed by mentors. Kram (1983) defines building vibrancy as the skills of the mentor to recognize and manage positively a lack of rapport. An incompatible balance of common ground and dissimilarity will lead to weak common bond between mentor and mentee. Mentor can use open-ended questions to find some(prenominal) common ground between them to help establish an instant rapport between mentor and mentee.The second competency needed by mentors is active listening. An efficient mentor has to listen on all levels and understand what is the mentee body language message tells, what messages do mentors get through observing their facial expressions. These elements tell clearer than the words alone (Rogers, C.R. 2009).Rogers (2009) also suggests the balance of power is one of the competencies that are found in the most mentors. This competency enables mentor to determine the bal ance of power between mentor and mentee and to be understand about their desire achievements. Mentor has to empower his or her mentee to work out the skills at mentors disposal and impose his own order of business in order to achieve mentors goal.Part 3 Mentoring at solveDuring February 2011 to November 2011, detective worked as a higher-ranking method of business relationship assistant for an account firm Wezmart International Company, before taking up a decimal point in Teesside University. During that working period, detective has encountered many mentoring opportunities. Researcher has applied several roles and responsibilities, characteristics and skills as a mentor. It also helped research worker to gain lots of blue-chip experience and knowledge in the mentoring scheme.While detectives works involved a range of mentoring tasks, there are several characteristics of a mentor that researcher has displayed in mentoring the beginning accounting juniors. Firstly, rese archer has to exhibit the patience and allowance in mentoring juniors to accomplish their task. Kanaskie (2006) suggests that mentor must possessed patience as all tasks take time and learning a new knowledge requires repetition. Therefore, researcher allows her juniors to make mistakes and she believed that her juniors will learn from the mistakes. For example, researcher showed patience by invested time to teach juniors how to use accounting software to generate financial statements of the company. Secondly, researcher was very supportive to coach beginning accountants to improve their accounting knowledge wherever their knowledge level. Researcher provided her juniors with helpful instructional support, counselling and encouragement to support her juniors to provide accurate and timely accounting constitutions of the companies. Thirdly, researcher has to display the characteristic of empathy. Card Rogers (1985) describes empathy as accepting others without making judgments. F or example, researcher accepted the new accounting staff as a maturation accountant and did not judge the accounting reports prepared by them as being poorly prepared. Empathy allows the researcher to gain clear understand the view of the mentee.During that time, researcher has possessed certain roles and responsibilities of a mentor to maintain a successful relationship between her juniors. One of the roles and responsibilities is provides development feedback to the juniors. Researcher, as senior of her juniors, understood that she had an obligation to offer guidance and feedback on her juniors works. This allowed her juniors to identify their strengths or weaknesses about their accounting works and then motivate them to work on areas of weakness. Besides that, the researcher also assisted the juniors to build self-confidence. Juniors may feel lack of confidence to navigate contend accounting tasks as they were hush new in the career. Therefore, researcher encouraged juniors t o take risks, accept any challenges situation and overcome difficulties to meet their achievement. Researcher also suggested juniors to have a realistic expectation and make a positive decision in order to help them build self-confidence.Moreover, researcher also possessed the mentors roles of listen actively and be sensitive to the mentees needs. Researcher had to listen without judgment and interruption to enable juniors to bring their problems or concerns to the surface (Ryan, V. 2012). Last but not least, researcher also set a positive example to her juniors by showing good personal attitudes (Loretto, P. 2012). For example, researcher followed all the instructions given by accounting executive and prepared timely financial reports so that researcher can demand the same positive behaviour from juniors.In order to assess researchers potential to mentor others, researcher has summarised the researchers competencies in a theoretical framework which suggested from Clutterbuck (2000 ) within Figure 1 below.click to flip ones lidFigure 1The 10 mentor competencies suggested from Clutterbuck (2000).Researcher believes that mentoring requires a totally range of competencies to meet a desire goal. These competencies are include self-awareness, communication competence, good humour, interest in developing others, goal clarity, behavioural awareness, abstract modeling, professional savvy, commitment to own learning and relationship management.First of all, researcher possessed the self-awareness in order to understand and control their emotions, strengths and weaknesses. For example, researcher handled her own impatience and tiredness appropriately when giving suggestions to her juniors. This helped juniors to understand the effects emotions may have on behavior and also maintain a good relationship with the juniors.Researcher also developed the communication competence to meet the needs of juniors. Researcher practiced effective communication competence with junio rs by understand the juniors interpersonal style and using active listening. For an instance, researcher listened to a junior described his confusion of unable to determine which accounting methods will be best suited for accounting task. Researcher then provided plastic suggestion to help juniors overcome her confusion. This could optimize the communication between their both.Besides that, researcher also practiced good humour to boost the team spirit of her juniors. Researcher believed that it is the best method to relieve stress and tiredness from the juniors (Clutterbuck, D. 2000). For example, researcher tried to relieve tension of juniors during the tough times, especially the accounting report submission period. Other than that, researcher also possessed the high interest in developing others. Researcher is interested to assist her juniors to achieve their potential. By providing encouragement and supports, such as encourage juniors to participate in accounting update semin ar that will improve juniors accounting knowledge.Moreover, researcher developed goal clarity to help the juniors understand and determine the achievable goal. Researcher need to discuss the goal with the juniors and set a dateline to juniors to reach the goal, such as complete the ABC company financial reports within one week, to ensure that the juniors can accomplish the goal within the deadline (Adrian, Z. 2010). Researcher also practiced behavioural awareness to have a clearer understanding of juniors personal behaviours. For an instance, if researcher noticed her junior is an impatient person, researcher will makes quick decision and try to shorter her speech when communicating with the junior. This helped researcher to maintain a good relationship with accounting juniors in the organisation.In addition, researcher also achieved the conceptual modelling competence. The models can be self-created, drawn from elsewhere or created on the spot (Clutterbuck, D. 2000). In order to he lp juniors easier to understand the models of strategic planning, company structure or career planning, researcher has created a portfolio of models and shared the models to the juniors. Researcher also gained professional savvy through participates in motley professional seminars such as IFRS for Accountants In Industry and Practice seminar, have attention to all the information given by the seminar lecturer and then combined it with her own accounting experience. Researcher believed these can helped her to develop professional savvy and make sound judgement.Furthermore, researcher also committed to self-learning as a role model for accounting juniors. Researcher must improve her own growth if she wants to help juniors develop (Mind Tool Ltd, 2012). Researcher took the opportunities in new experiment such as taking on challenging tasks assigned by accounting executive. This opportunities assisted researcher for powerful learning and helped researcher to enhance her knowledge. Las t but not least, researcher also possessed the competence of building relationship management. In order to maintain rapport with juniors, researcher has to develop trust, give respect the juniors and determine some common ground between juniors such as both tended to(p) the same high school or same hobbies. Researcher also showed concern for mentee and remembered some personal information of the juniors background such as academic background and birthday date. This helped researcher to establish instant rapport with her juniors.Conclusion