Effective coaches facilitate the flawless transfer of knowledge by integrating interpersonal relationship tenets in the mentorship programs. According to Maughan (2007), the mentors who embody such ideals develop a cultural ambiance where learning is optimized and beneficial outcomes are guaranteed for the organization, mentor, and mentee. Mentoring is an inherently relational activity, and, therefore, its effectiveness are predicated on sound alliances and mutual understanding. Maughan (2007) recognizes the overall attrition of scientists and engineers from their programs, a trend attributable to the lousy or absent mentorship initiatives due to the ascribed stereotypes of introversion and eccentric tendencies. However, innovative approaches can be adopted to mitigate the abandonment of science and engineering and stimulate positive career attitudes. The author’s research question is the impacts of interpersonal relationship training strategies in enhancing mentees’ optimism about their future career intentions.
Students entering the science and engineering workforce are considerably fewer than those projected to leave in the coming years. Maughan (2007) contends that mentoring alleviates attrition and enhance retention by improving interest in these programs. Interpersonal relationship training programs among the mentors reinforce the skills critical to a healthy coaching arrangement due to the relational nature of the association. Thus, “considering how the mentor and protĂ©gĂ© stand in relation to one another” is fundamental (Maughan, 2007, p. 30). The author recognizes that the rigid nature of formal mentoring impedes friendly discourses since it disregards the distinctive attributes of each learner. Training programs designed to enhance interpersonal interactions equip coaches with the essential skills for “healthy relationships and add a deeper dimension that enlivens the learning process” (Maughan, 2007, p. 50). However, a prominent refutation is that despite the potential impact of such programs, their success may be inhibited by mentorship programs’ inflexibility.
Training mentors on interpersonal relationships results in better outcomes. This study implies that coaches’ relational skills are critical in mitigating the interns’ attrition by revitalizing their career optimism. The author draws conclusions from the insights of the few respondents, which could undermine the generalizability of the study. Substantial comparison to other works authenticate the findings of the study. An emerging research question from the article is the applicability of interpersonal training programs on mentors in other fields beyond science and engineering.
Reference
Maughan, B. D. (2007). Mentoring among scientists: Implications of interpersonal relationships within a formal mentoring program (Publication No. 3269699) [Doctoral dissertation, University of Idaho] ProQuest Dissertations & Theses Global.