MENTORING STYLE CONTRASTS

BEHAVIOURIST STRUCTURALIST FUNCTIONALIST HUMANIST

New behaviour can be The mind is like People learn best by doing Learning is self-directed
caused and "shaped" a computer, the and they will do best what discovery. People are
Orientation with well-designed mentor is the they want to do. People will natural and unfold (like a
to Mentoring/ structures around programmer. learn what is practical flower) if others do not
Learning the mentee. inhibit the process.

Good mentors Content properly The mentee must be willing "Anything that can be
select the desired end organised and fed (or motivated) by the process taught to another is
Basic behaviours and proceed bit-by-bit to or the product, otherwise it relatively inconsequential"
Assumptions to engineer a rein- mentees will be is useless to try teaching. (Rogers). Significant
forcement schedule that retained in memory. Performance "on-the-job" is learning leads to insight
systematically encour- Criterion tests will the true test. Opportunity, and understanding of self
ages mentees' progress verify the effectiveness self-direction, thinking, and others. Being a better
toward those goals. of sessions. The mentor achieving results, and human being is considered
Imaginative new machi- keeps mentees alert recognition are important a valid learning goal.
nery has made learning while simultaneously Can be a very inefficient,
fun and thinking un- entering data - a time-consuming process.
necessary. Learners much envied skill.
often control the speed.
 BEHAVIOURIST STRUCTURALIST FUNCTIONALIST HUMANIST

o stimulus-response o Task analysis o problem-solving o freedom

o practice o lesson planning o simulation o individuality
Key Words o shaping o information mapping o "hands-on" o ambiguity
and Processes o prompting o chaining o reasoning o uncertainty
o behaviour modification o sequencing o learner involvement o awareness
o pin-pointing o memory o reality-based consequences o spontaneity
o habit forming o audiovisual media o achievement o mutuality
o reward and punishment o presentation techniques o failure o equality
o teaching machines o standards o confidence o openness
o environmental design o association o motivation o interaction/listening
o successive approximation o evaluation o thinking/feedback o experiential learning
o sensitising o measuring instruments o competence o congruence
o token economy o objectives o discipline/working o authenticity/feelings
o mastery o recitation o recognition o listening

Supportive: emphasis on Directive: planning, Assertive: a problem- Reflective: authenticity,

controlling and predicting organisation, presen- focused, conditional, equality, and acceptance
Interpersonal the learner and learning tation, and evaluation confrontational climate- mark relationships. Process
Style outcomes- cooperative, are featured. Process suiting, stretching, is relationship centred.
stimulus-response menta- is mentor centred. achieving. Process is
lities are valued. Process task-oriented and mentee
is product centred. centred.
 BEHAVIOURIST STRUCTURALIST FUNCTIONALIST HUMANIST

"The Doctor": clear, "The Expert": informative; "The Coach": emphasises "The Counselor": sensitive;
Strengths precise, and deliberate; thorough; certain; system- purpose; challenges emphatic; open; spontaneous;
low risk; careful prepa- atic; stimulating; good mentees; realistic; lets creative; a "mirror"; non-
ration; emotionally at- audiovisual techniques; people perform and make evaluative; accepting;
tentive; complete secu- well rehearsed; strong mistakes; takes risks; responsive to mentees;
rity for mentees; a leader; powerful; expres- gives feedback; builds facilitative; interactive;
trust builder; every- sive; dramatic; enter- confidence; persuasive; helpful.
thing "arranged"; pro- taining. gives opportunity and
tective; patient; in recognition
control.

"The Manipulator": "The Elitist": preoccupied "Sink or Swim": ends "The Fuzzy /Thinker": vague
fosters dependence; with means, image, or justify the means; loses directions; abstract, isoteric,
Limitations overprotective; control- structure rather than patience with slow or personal content; lacks
ling; manipulative "for results; Ignores effective mentees; intimidating; performance criteria;
their own good"; sugar- variables; Inflexible insensitive; competitive; unconcerned with criteria;
coating; hypocritical (must follow lesson plan); overly task oriented poor control of group; resists
agreeing; deceptive dichotomous (black or opportunistic; return-on- "teaching"; appears
assurances; withholds white) thinking superior investment mentality unprepared
data